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¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q2 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 In nRCTs, controlled post-intervention effects were significant and moderate for stress (g=0.50) and small for anxiety (g=0.38) and wellbeing (g=0.38). → Joanne R. Beames 2023 q2 i? In nRCTs, controlled effects at short-term follow-up were non-significant for anxiety, depression, stress, professional burnout, and wellbeing. → 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

q2 · i2 · quant-synthesis · r3

Random-effects meta-analysis of 23 nRCTs of teacher programs versus controls at post-intervention. Effects were "significant and of a moderate size for stress (g=0.50)"; depression, burnout, affect, and resilience were non-significant.

"Controlled effects at post-intervention were significant and of a moderate size for stress (g=0.50), and of a small size for anxiety ( g=0.38) and wellbeing ( g=0.38). Effects were non-significant for depression, somatisation, professional burnout, positive and negative affect, and resilience."

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

q2 · i? · quant-synthesis · r3

Short-term (1-6 month) follow-up meta-analysis of the nRCTs found no statistically significant controlled effects on any of the five primary outcomes; equivalence was not tested.

"Controlled effects at short-term follow-up were non-significant for anxiety, depression, stress, professional burnout, and well-being."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• 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 — 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