TY - JOUR
T1 - The Intervention Effects on Teacher Well-being
T2 - A Three-Level Meta-Analysis
AU - Li, Yingxiu
AU - Wang, Xiang
AU - Chen, Junjun
AU - Lee, John Chi Kin
AU - Yan, Zi
AU - Li, Jian Bin
N1 - This study was funded by The Central Reserve Allocation Committee of the Education University of Hong Kong (grant number F141-31-04A4).
Publisher Copyright:
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
PY - 2024/12
Y1 - 2024/12
N2 - 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.
AB - 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.
KW - Intervention
KW - Meta-analysis
KW - Teacher
KW - Well-being
UR - http://www.scopus.com/inward/record.url?scp=85208607893&partnerID=8YFLogxK
UR - https://link.springer.com/article/10.1007/s10648-024-09966-y#article-info
U2 - 10.1007/s10648-024-09966-y
DO - 10.1007/s10648-024-09966-y
M3 - Journal article
AN - SCOPUS:85208607893
SN - 1040-726X
VL - 36
JO - Educational Psychology Review
JF - Educational Psychology Review
IS - 4
M1 - 129
ER -
