Professional development interventions showed mixed outcomes, with 14 of 20 studies supportive and 6 non-supportive¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 14 of 20 professional development interventions were supportive, improving self-efficacy, engagement and work satisfaction and reducing stress and burnout. → Pauliina Avola 2025 q3 i? 6 professional development interventions were non-supportive, including studies where teachers implemented strategies and gained classroom-management self-efficacy without significant changes in burnout or well-being. → Pauliina Avola 2025 (2)

Evidence¶

Pauliina Avola 2025¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q3 · i? · review · r2

Review's outcome synthesis for the professional development theme. "We identified 14 out of 20 professional development studies as supportive inter - ventions", with reported benefits including higher self-efficacy, engagement, energy and work engagement, and reduced emotional exhaustion.

"We identified 14 out of 20 professional development studies as supportive inter - ventions."

Pauliina Avola 2025 (2)¶

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen. (2025). Interventions to Teacher Well-Being and Burnout A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09986-2

q3 · i? · review · r2

The review reports "A total of six (n=6) studies on professional development interventions were identified and categorised as non-supportive interventions", including Hayes et al. (2020) and Marlow et al. (2015) where there were no significant changes in teacher burnout or well-being despite enhanced classroom-management self-efficacy, and Lang et al. (2020) where teachers reported higher stress after the intervention.

"A total of six (n=6) studies on professional development interventions were identified and categorised as non-supportive interventions."

Discussion¶

Related Claims¶

• Mindfulness and meditation interventions supported teacher well-being in 10 of 12 studies, with two studies showing non-significant changes
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — related
• Most reviewed teacher well-being interventions (37 of 46) were categorised supportive, while 9 showed no significant impacts — a broader claim this one bears on
• Teacher well-being intervention content falls into seven activity themes, with professional development (n=20) and mindfulness/meditation (n=12) most common — related
• A scoping review identified 46 peer-reviewed teacher well-being and burnout intervention studies covering 7369 participants in 15 countries, mostly quantitative — related
• Intervention contents align with PERMA-H mainly through engagement (25), relationships (17), positive emotions (14) and health (8), with no content matching meaning or accomplishment — related
• Gratitude, therapy-based, and the single physical activity intervention positively contributed to teacher well-being, though the physical activity intervention did not mitigate burnout — related
• Principal burnout is negatively related to job satisfaction and self-efficacy and co-occurs with stress — related