Heterogeneity in teacher program effects was high for stress, psychological distress, and burnout in RCTs, and methodological quality was generally poor across both trial types¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was high heterogeneity in controlled post-intervention effects for stress, psychological distress, and professional burnout in RCTs, estimated with some precision. → Joanne R. Beames 2023 q3 i? Roughly half of RCTs had some concerns and half high risk of bias; most nRCTs had serious risk of bias, driven by self-report measures and awareness of intervention. → Joanne R. Beames 2023 (2)

Evidence¶

Joanne R. Beames 2023¶

Joanne R. Beames, Samantha Spanos, Anna Roberts, Lauren McGillivray, Sophie Li, Jill M. Newby, Bridianne O'Dea, Aliza Werner-Seidler. (2023). Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09720-w

q3 · i? · quant-synthesis · r2

I-squared heterogeneity statistics computed across the RCT meta-analyses at post-intervention. The authors attribute high heterogeneity to the cross-disciplinary, emerging nature of the field and varied programs, designs, and measures.

"Based on 12 statistics (see Table S8 in the Supplementary Material), there was high heterogeneity in the controlled effects at post-intervention for stress, psychological distress, and professional burnout. There was low heterogeneity for anxiety and depression, and moderate heterogeneity for wellbeing."

Joanne R. Beames 2023 (2)¶

Joanne R. Beames, Samantha Spanos, Anna Roberts, Lauren McGillivray, Sophie Li, Jill M. Newby, Bridianne O'Dea, Aliza Werner-Seidler. (2023). Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09720-w

q3 · i? · quant-synthesis · r2

ROB-II assessment of the RCTs found bias mainly from unblinded participants and absent pre-specified analysis plans; ROBINS-I rated 87.5% of nRCTs at serious risk of bias.

"Roughly half of the RCTs were assessed to have some concerns (n=26, 53.06%) and the other half were assessed to have high risk of bias ( n=23, 49.94%)."

Discussion¶

Related Claims¶

• In non-randomised controlled trials, teacher programs show moderate effects on stress (g=0.50) and small effects on anxiety and wellbeing (g=0.38 each) at post-intervention, with non-significant effects at short-term follow-up — related
• In RCTs, effects on stress (g=1.79) and professional burnout (g=0.82) increased at short-term follow-up, while effects on anxiety, sleep, and wellbeing were non-significant — related