This meta-analytical review aims to investigate the overall effect of comprehensive interventions on teacher well-being and the factors that moderate the effect by synthesizing empirical evidence. A total number of 176 effect sizes from 44 studies were included in this study.
The results reported the mean effect size of intervention on teacher well-being was significant (g = 0.35). The study quality (F = 5.38, p < .01), intervention type (F = 3.03, p < .05), and intervention duration (F = 2.80, p < .05) were identified as the statistically significant moderators for the overall effect. The further multiple moderator model reported a significant outcome (F = 2.91, p < .01).
This study is the first attempt to synthesize the impact of the intervention on teacher well-being using a three-level model. Conceptual, methodological, and practical implications were provided and particular guidelines for professionals and education policy makers to better promote teacher wellness were also presented.
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