School-based intervention approaches to promote teachers' occupation well-being: A research synthesis

• In Event: Seed and soil: New insights into current individual and school-based approaches to promote teachers’ well-being

Abstract

Teachers belong to a professional group characterized by elevated levels of stress and strain, which are reflected in increased symptoms of burnout, psychosomatic complaints, illness-related absenteeism, and intentions to leave the profession (Madigan & Kim, 2021b; Gundlach et al., 2024). Theoretically, reduced levels of well-being are assumed to impair teachers’ cognitive, motivational, and social functioning, thereby hindering their professional behavior (Maslach et al., 2001). Accordingly, impaired teacher well-being is associated with lower instructional quality as well as reduced student motivation and achievement (Elzie & Downer, 2025; Klusmann et al., 2022). Against this backdrop, the promotion of teachers’ occupational well-being—defined as the reduction of negative experiences such as burnout and the strengthening of positive dimensions such as job satisfaction—has gained increasing societal, political, and scientific attention. Interventions aimed at supporting well-being primarily focus on individual-level strategies that promote cognitive and behavioral changes, personal resource enhancement, and skill development (Iancu et al., 2018). However, both theoretical and empirical studies emphasize the importance of environmental factors. Interventions targeting individual characteristics are considered particularly effective when the work environment supports the newly acquired competencies (Walton & Yeager, 2020).

To date, there is a lack of systematic reviews examining the nature and effectiveness of context-oriented, structural (i.e., school-level) interventions for enhancing teacher well-being. Therefore, this systematic research synthesis aims to (1) identify the range of currently available school-based interventions designed to improve teacher well-being, (2) summarize the approaches, content, and implementation formats of these interventions, and (3) analyze their quality and effectiveness. A comprehensive literature search in common databases yielded 3,792 records, of which 102 studies were included in the full-text coding after screening. The central research questions are addressed using vote counting, systematic quality and content analysis of primary studies, and meta-analytic techniques to estimate overall effectiveness and heterogeneity. Combining qualitative and quantitative approaches provides a systematic overview of the current state of research and helps identify existing research gaps. While data extraction is still underway, emerging primary studies suggest promise for effective school-based interventions to promote teachers’ occupational well-being, although the quality of primary studies is mixed. Of the 102 studies included for further full-text coding, 77 described school-wide implementations of interventions targeting individual characteristics. The most common among these are mindfulness-based approaches, interventions rooted in Positive Psychology, or programs promoting physical activity (e.g., yoga). Twenty-five studies include classical structural interventions aiming to enhance collegial relationships, school climate, organizational factors such as work structure, and the overall work environment.

In light of the findings, the discussion will focus on the extent to which a strategic combination of interventions targeting both the individual and the school context may foster more sustainable and comprehensive improvements in teacher well-being. This approach enables a deeper understanding of what exhausted teachers need—beyond individual measures—to achieve long-term and sustainable well-being.

Authors

• Gyde Wartenberg, Humboldt University - Berlin

• Josina Schriek, Humboldt University - Berlin

• Justine Stang-Rabrig, TU Dortmund University