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

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

doi:10.1007/s10648-024-09966-y

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

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

^*Corresponding author for this work

Academy of Wellness and Human Development

Research output: Contribution to journal › Journal article › peer-review

10 Citations (Scopus)

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.

Original language	English
Article number	129
Number of pages	35
Journal	Educational Psychology Review
Volume	36
Issue number	4
Early online date	5 Nov 2024
DOIs	https://doi.org/10.1007/s10648-024-09966-y
Publication status	Published - Dec 2024

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

User-Defined Keywords

Intervention
Meta-analysis
Teacher
Well-being

Access to Document

10.1007/s10648-024-09966-y

Cite this

@article{4ff311405ee540b8b29f880ea968ec67,

title = "The Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis",

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.",

keywords = "Intervention, Meta-analysis, Teacher, Well-being",

author = "Yingxiu Li and Xiang Wang and Junjun Chen and Lee, \{John Chi Kin\} and Zi Yan and Li, \{Jian Bin\}",

note = "This study was funded by The Central Reserve Allocation Committee of the Education University of Hong Kong (grant number F141-31-04A4). Publisher Copyright: {\textcopyright} The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.",

year = "2024",

month = dec,

doi = "10.1007/s10648-024-09966-y",

language = "English",

volume = "36",

journal = "Educational Psychology Review",

issn = "1040-726X",

publisher = "Springer New York",

number = "4",

}

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 - https://www.scopus.com/pages/publications/85208607893

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 -

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

Abstract

UN SDGs

User-Defined Keywords

Access to Document

Other files and links

Fingerprint

Cite this