Journal of Educational Change最新文献

英文中文

Coaching for equity-oriented continuous improvement: Facilitating change 指导以股权为导向的持续改进:促进变革

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change

Pub Date : 2023-09-26 DOI: 10.1007/s10833-023-09494-6

Erin Anderson, Samantha Davis

引用次数: 0

What do we know about interventions to improve educator wellbeing? A systematic literature review 我们对改善教育工作者福祉的干预措施了解多少?系统的文献综述

2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Change

Pub Date : 2023-09-14 DOI: 10.1007/s10833-023-09490-w

Rachel Cann, Claire Sinnema, Joelle Rodway, Alan J. Daly

Abstract This systematic literature review summarises the research into interventions intended to improve the wellbeing of educators in the early childhood to secondary sectors. A search of articles published between 2000 and 2020 yielded 23 articles that met our inclusion criteria. Studies were included if they collected quantitative or qualitative data about educator wellbeing pre-intervention and post-intervention from the same group(s) of educators. We classified articles into five categories based on their content: multi-foci (several content areas included in a program), mindfulness, gratitude, professional development (classroom practice oriented), and physical environment. The articles revealed wide variations in: wellbeing theories underpinning interventions, the phenomena measured, and the effectiveness of the interventions. In some studies wellbeing was conceptualised as the absence of negative states (such as stress), in other studies to the presence of positive states (such as satisfaction), and in a few studies as the combination of both these approaches. Some of the gaps noted across the research include the lack of attention to the role of the school climate in determining the success of an intervention, and the lack of analysis to explore whether interventions work better for some individuals than others (for example, a lack of reporting of the characteristics of participants who drop out of the interventions). Overall, the multi-foci interventions show the most promise for improving educator wellbeing.

摘要:本系统的文献综述总结了旨在改善幼儿至中学教育工作者福利的干预措施的研究。检索2000年至2020年间发表的文章，得到23篇符合我们的纳入标准的文章。如果研究从同一组教育工作者那里收集了干预前和干预后教育工作者幸福感的定量或定性数据，则将其纳入研究。我们根据文章的内容将其分为五类:多焦点(一个项目包含多个内容领域)、正念、感恩、专业发展(以课堂实践为导向)和物理环境。这些文章揭示了在以下方面的广泛差异:支持干预的幸福理论、测量的现象和干预的有效性。在一些研究中，幸福感被定义为没有负面状态(如压力)，在其他研究中，幸福感被定义为存在积极状态(如满意度)，在少数研究中，幸福感被定义为这两种方法的结合。研究中指出的一些差距包括缺乏对学校氛围在决定干预成功方面的作用的关注，以及缺乏分析来探索干预是否对某些人比其他人更有效(例如，缺乏对退出干预的参与者特征的报告)。总体而言，多焦点干预对改善教育工作者的福祉最有希望。

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引用次数: 1

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