Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

• Published in: Occupational and environmental medicine (London, England) England), 2022-07, Vol.79 (7), p.477-485
• Main Authors: Paudel, Netra Raj, Adhikari, Bidhya Acharya, Prakash, K C, Kyrönlahti, Saila, Nygård, Clas-Håkan, Neupane, Subas
• Format: Article
• Language: English
• Subjects: Bias; Burnout; Burnout, Professional - prevention & control; Cognitive ability; Cognitive Behavioral Therapy; Counseling; Heterogeneity; Humans; Intervention; Mental depression; Mental disorders; Mental health; Meta-analysis; Occupational health; Occupational stress; Psychological stress; Psychotherapy; public health; Quality assessment; Stress; Systematic review; Teachers; Teaching
• ISSN: 1351-0711; 1470-7926; 1470-7926
• DOI: 10.1136/oemed-2021-108019

BackgroundThis systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers.MethodsWe searched the Medline, PsycINFO, CINAHL and Education Research Complete until 30 November 2021, to identify relevant studies using relevant key words. Job or occupational stress was used as the outcome measure. Stress was defined as Perceived Stress Scale, Teacher Stress Inventory, Maslach Burnout Inventory, Teacher’s Distress, Brief Symptoms Inventory or Global Severity Index. Study selection, data extraction, risk of bias assessment was performed by two independent reviewers. The pooled estimate of the effect by the type of outcome measurement tool and by type of interventions used was calculated using random effects meta-analysis. We used Grades of Recommendations, Assessment, Development and Evaluation to assess the overall quality of the evidence.ResultsWe reviewed 26 studies, of which 24 were randomised trials and 2 pre-test/post-test studies. Based on meta-analysis, a positive effect of intervention (pooled estimate −1.13, 95% CI −1.52 to −0.73) with high heterogeneity among studies (χ2=426.88, p