A Meta-analysis of the Impact of Social and Emotional Learning Interventions on Teachers’ Burnout Symptoms
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Other systematic reviews and meta-analyses have provided promising results for burnout.
“and burnout (e.g. burnout; Iancu et al., 2018; Oliveira et al., 2021).”
From Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses (2023) · cites this paper as Oliveira et al., 2021
There is marked variety in program duration, session length and frequency, and delivery settings.
“there is marked variety in program duration, session length and frequency (Dreer & Gouasé, 2021; Iancu et al., 2018; Oliveira et al., 2021; von der Embse et al., 2019; Zarate et al., 2019), and delivery settings (Klingbeil & Renshaw, 2018).”
From Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses (2023) · cites this paper as Oliveira et al., 2021
Many reviews have descriptively commented on lack of methodological rigour, with a particular issue being incomplete reporting of data or incomplete reporting in general.
“Many reviews have descriptively commented on lack of methodological rigour, with a particular issue being incomplete reporting of data or incomplete reporting in general (e.g. Oliveira et al., 2021).”
From Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses (2023) · cites this paper as Oliveira et al., 2021
Overall, these findings are generally consistent with other meta-analyses that investigated the controlled effects of different programs on teacher mental health, professional burnout, and/or wellbeing outcomes.
“Overall, these findings are generally consistent with other meta-analyses that investigated the controlled effects of different programs on teacher mental health, professional burnout, and/or wellbeing outcomes (Iancu et al., 2018; Klingbeil & Renshaw, 2018; Oliveira et al., 2021; Zarate et al., 2019).”
From Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses (2023) · cites this paper as Oliveira et al., 2021
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References 77 · Cited by 133
- Authors
- Oliveira, S., Roberto, M. S., Veiga-Simão, A. M., & Marques-Pinto, A.
- Affiliations
- University of Lisbon (PT)
- Corresponding author
- Oliveira, Sofia
- Venue
- Educational Psychology Review
- Published
- 2021-03-24
- Volume
- 33
- Issue
- 4
- Pages
- 1779-1808
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W3136163661
- Cited by
- 133
- References
- 77
- Citations by year
- 2026: 26 · 2025: 32 · 2024: 35 · 2023: 21 · 2022: 13 · 2021: 6
- FWCI
- 4.68
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychology Review (publishedVersion)
- Funders
- Fundação para a Ciência e a Tecnologia (SFRH/BD/137845/2018)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- social-emotional learning, teacher burnout, emotional exhaustion, personal accomplishment, depersonalization, teacher well-being, teacher professional development, intervention duration
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