Interventions fostering well-being of schoolteachers: a review of research
Open accessAbstract
Schoolteachers’ well-being is considered an important factor for the functioning and efficacy of school systems around the globe and as a major driver of school development. Evidence suggests that teacher well-being can benefit from tailor-made intervention programmes. Thus, scientifically tested well-being programmes are of great interest for individual teachers (e.g. from a self-help perspective) as well as for school administrators and policy makers (e.g. to offer systemic support). The present paper provides a review of 29 peer-reviewed research papers that focus on interventions fostering well-being in teachers. The results show that a wide range of interventions and measurement approaches have been used and reported. Critically, few studies have used a rigorous methodological approach. On the basis of the review, it can be concluded that the field is still in its formation phase. Interventions as well as the scientific study of such interventions are quite novel in this context. Therefore, four major recommendations for advancing the scientific study of teacher well-being interventions are proposed, including conceptual advances and developments in the design, dissemination and study of interventions.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Sin, N. L., & Lyubomirsky, S. (2009) · Journal of Clinical Psychology · doi:10.1002/jclp.20593 · Cited by 2,955 · cited 1× · see citing works
“For an intervention to be qualified as PPI, it had to (1) be labelled as such or (2.1) be based on positive psychological theory and (2.2) explicitly aim to cultivate positive emotions, cognitions or actions (Sin & Lyubomirsky, 2009).”
BackgroundInfluentialPositive psychology interventions: a meta-analysis of randomized controlled studies
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013) · BMC Public Health · doi:10.1186/1471-2458-13-119 · Cited by 1,996 · cited 2× · see citing works
“Today, a rapidly growing body of research shows that PPIs contribute to the well-being of individuals in everyday life (Bolier & Abello, 2014; Bolier et al., 2013) as well as in working contexts (Donaldson et al., 2019).”
BackgroundMindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013) · Mind, Brain, and Education · doi:10.1111/mbe.12026 · Cited by 682 · see citing works
Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013) · School Psychology Quarterly · doi:10.1037/spq0000035 · Cited by 672 · see citing works
Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers
Gold, E., Smith, A., Hopper, I., Herne, D., Tansey, G., & Hulland, C. (2010) · Journal of Child and Family Studies · doi:10.1007/s10826-009-9344-0 · Cited by 288 · see citing works
Teachers' well-being and job satisfaction: the important role of positive emotions in the workplace
Dreer, B. (2024) · Educational Studies · doi:10.1080/03055698.2021.1940872 · Cited by 233 · see citing works
Self-citationChan, D. W. (2010) · Educational Psychology · doi:10.1080/01443410903493934 · Cited by 207 · see citing works
Jennings, P. A., Doyle, S., Oh, Y., Rasheed, D., Frank, J. L., & Brown, J. L. (2019) · Journal of School Psychology · doi:10.1016/j.jsp.2019.07.009 · Cited by 186 · see citing works
Current Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress
Travers, C. (2017) · Aligning Perspectives on Health, Safety and Well-Being · doi:10.1007/978-3-319-53053-6_2 · Cited by 126 · see citing works
Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G., & Decano, P. (2017) · Psychology in the Schools · doi:10.1002/pits.21980 · Cited by 110 · see citing works
Hwang, Y.-S., Noh, J.-E., Medvedev, O. N., & Singh, N. N. (2019) · Mindfulness · doi:10.1007/s12671-019-01236-1 · Cited by 47 · see citing works
Bradley, C., Cordaro, D. T., Zhu, F., Vildostegui, M., Han, R. J., Brackett, M., & Jones, J. (2018) · Translational Issues in Psychological Science · doi:10.1037/tps0000162 · Cited by 35 · see citing works
Inquiry-Based Stress Reduction Meditation Technique for Teacher Burnout: A Qualitative Study
Schnaider‐Levi, L., Mitnik, I., Zafrani, K., Goldman, Z., & Lev‐Ari, S. (2017) · Mind Brain and Education · doi:10.1111/mbe.12137 · Cited by 20 · see citing works
Using CALMERSS to Enhance Teacher Well-being: A Pilot Study
Taylor, M. J. (2018) · International Journal of Disability, Development and Education · doi:10.1080/1034912x.2017.1394985 · Cited by 19 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Beames, J. R., Spanos, S., Roberts, A., McGillivray, L., Li, S., Newby, J. M., O’Dea, B., & Werner-Seidler, A. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09720-w · Cited by 109 · see citing works
“The second review (k=29) found that wellbeing programs were generally effective for teachers, especially positive psychology interventions and brief activities to provoke changes in thinking and feeling (Dreer & Gouasé, 2021).”
Background
- Authors
- Dreer, B., & Gouasé, N.
- Affiliations
- University of Erfurt (DE)
- University of Koblenz and Landau (DE)
- Corresponding author
- Dreer, Benjamin
- ORCID
- Dreer, Benjamin
- Venue
- Oxford Review of Education
- Publisher
- Informa UK Limited
- Published
- 2021-11-30
- Volume
- 48
- Issue
- 5
- Pages
- 587-605
- ISSN
- 0305-4985 (ISSN-L)
- 1465-3915
- OpenAlex
- W3216212422
- Cited by
- 68
- References
- 14
- Citations by year
- 2026: 20 · 2025: 17 · 2024: 16 · 2023: 13 · 2022: 2
- FWCI
- 12.77
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Oxford Review of Education (publishedVersion, cc-by-nc-nd)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
- Keywords
- teacher well-being, well-being interventions, school teachers, self-help intervention, systemic support, intervention design, intervention dissemination
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
