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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Short-term follow-up effects in RCTs were significant and large for stress (g=1.79) and moderate for professional burnout (g=0.82). → Joanne R. Beames 2023 q3 i? Short-term follow-up effects in RCTs were non-significant for anxiety, sleep, and wellbeing. → Joanne R. Beames 2023

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 · i3 · quant-synthesis · r3

Short-term (1-6 month) follow-up meta-analysis of RCTs of teacher programs. Stress and burnout effects grew relative to post-test, while anxiety, sleep, and wellbeing effects were non-significant at the p<0.008 threshold.

"The short-term follow-up intervention effect sizes were significant and of a large size for stress (g=1.79), and of a moderate size for professional burnout ( g=0.82); they were non-significant for anxiety, sleep, and wellbeing."

Discussion¶

Learner Variables¶

• Sleep — 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 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
• Mindfulness-based wellbeing initiatives have a positive effect on the wellbeing of primary and secondary educators — a broader claim this one bears on
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — a broader claim this one bears on