Effective Interventions for Teacher Well-Being: Insights From a Meta-Analysis (Poster 2)

• In Event: What Works for Enhancing Teaching and Teacher Outcomes: Evidence From Systematic Reviews and Meta-Analyses

Abstract

As teacher well-being has garnered increasing attention, a growing number of interventions have been designed to improve their mental health. This paper aims to 1) integrate different types of intervention programs for teacher well-being, 2) calculate their effect size, and 3) identify potential moderators of teacher well-being interventions. Following the guidelines of PRISMA, 44 studies are included for meta-analysis. The preliminary results summarized four types of interventions for teacher well-being, namely mindfulness-based programs, physical-related interventions, psychology-related interventions, and other non-classic interventions. The findings showed that the mean effect size of intervention on teacher well-being was statistically significant. Meanwhile, the study quality and intervention type significantly moderated the effect size. Conceptual, methodological, and practical implications were also provided.

Authors

• Yingxiu Li, The Education University of Hong Kong

• Junjun Chen, Education University of Hong Kong