The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis

IF 10.1 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2024-11-05 DOI:10.1007/s10648-024-09966-y

Yingxiu Li, Xiang Wang, Junjun Chen, John Chi-Kin Lee, Zi Yan, Jian-Bin Li

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Abstract

This meta-analytical review aims to investigate the overall effect of comprehensive interventions on teacher well-being and the factors that moderate the effect by synthesizing empirical evidence. A total number of 176 effect sizes from 44 studies were included in this study. The results reported the mean effect size of intervention on teacher well-being was significant (g = 0.35). The study quality (F = 5.38, p < .01), intervention type (F = 3.03, p < .05), and intervention duration (F = 2.80, p < .05) were identified as the statistically significant moderators for the overall effect. The further multiple moderator model reported a significant outcome (F = 2.91, p < .01). This study is the first attempt to synthesize the impact of the intervention on teacher well-being using a three-level model. Conceptual, methodological, and practical implications were provided and particular guidelines for professionals and education policy makers to better promote teacher wellness were also presented.

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对教师幸福感的干预效果：三级元分析

本荟萃分析综述旨在通过综合实证研究，探讨综合干预措施对教师幸福感的总体影响，以及调节影响的因素。本研究共纳入了 44 项研究的 176 个效应量。结果表明，干预措施对教师幸福感的平均效应显著（g = 0.35）。研究质量（F = 5.38, p <.01）、干预类型（F = 3.03, p <.05）和干预持续时间（F = 2.80, p <.05）被认为是总体效应的显著调节因素。进一步的多重调节因素模型报告了显著的结果（F = 2.91，p < .01）。本研究首次尝试使用三层次模型综合分析干预措施对教师幸福感的影响。研究还提供了概念、方法和实践方面的启示，并为专业人员和教育政策制定者更好地促进教师健康提供了具体指导。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.