Table 2.
Description of intervention studies included in the review.
| Code | References | Country | Sample size | Participants* | Time of data assessment** | Intervention (name, duration and content) | Measure of burnout or stress*** | Measures of other relevant study constructs*** | Statistical method | Results |
|---|---|---|---|---|---|---|---|---|---|---|
| P | Pozo-Rico et al. (2020) | Spain | Nteachers = 141 (intervention group = 70, control group = 71) |
Mage = 38.4 (SD = 7.0); 55% female; primary school teachers; years of teaching experience: M = 13.1 (SD = 6.8) |
T1: pretest two weeks before intervention; T2: posttest two weeks after intervention. During data collection period: Spanish population was confined. |
14-week teacher training program; teacher training program intended to improve stress management, prevent burnout in the teaching profession, improve competency and use of ICT to support teaching and learning and introduce pedagogical principles based on emotional intelligence into the classroom | Spanish version of PSS (Cohen et al., 1983); Spanish version of MBI (Maslach et al., 1986): EE, DP, PA; α ≥ 0.74 | None | Multivariate analysis of variance; univariate analysis of variance of repeated measures | Significant interaction between evaluation time (pre-test and post-test) and intervention for all variables: Compared to the changes in the control group, intervention group showed a significant decrease in PSS (partial η2 = 0.66), EE (partial η2 = 0.63), DP (partial η2 = 0.76) and an increased sense of PA (partial η2 = 0.46). |
| Q | Zadok-Gurman et al. (2021) | Israel | Nteachers = 67 (intervention group = 35, control group = 32) dropouts = 7 (intervention group = 3, control group = 4) | Mage = 45; 87% female; years of teaching experience: M = 17 | T1: baseline; T2: after intervention; intervention: Nov 2019–May 2020. Mar 2020: start of first lockdown due to COVID-19 pandemic. | Inquiry-Based Stress Reduction (IBSR) intervention: 10 biweekly group meetings (2.5 h each) and biweekly individual sessions with a facilitator (1 h each) for 20 weeks; all sessions were standardized according to a training manual; intervention program was moved to online format as of Mar 2020; step 1: participants identify stressful thoughts and write them down; | ||||
| step 2: participants investigate their stressful thoughts using guided questions → enables them to question their automatic thoughts and examine their emotional and physical responses during stress-evoking situations, goal is realization, not rationalization; step 3: participants identify possible evidence for the opposite of the thought. | MBI (Maslach et al., 1996), shortened: EE, PA; PSS (Cohen, 1986); α ≥ 0.80 | None | Mixed model analysis: pre-post x group. | Effects of IBSR intervention between the study groups: significant difference in EE (Cohen's d = 0.75): significantly less increase in EE in intervention group (T1 M = 12.7, SD = 5.9; T2 M = 18.3, SD = 5.4) than in control group (T1 M = 9.7, SD = 4.9; T2 M = 18.6, SD = 4.5); no significant differences in the change of PA and PSS between intervention group and control group. |
*Mean age and years of teaching, gender ratio, type of school, possibly focus on specific subject.
**Month, year, possibly information about school closures in specific country and region and information about working conditions of teachers.
***Name of scales: dimensions; reliability of measures.
MBI, Maslach Burnout Inventory; PSS, Perceived Stress Scale; EE, emotional exhaustion; DP, depersonalization; PA, personal accomplishment.
Significant: p < 0.05. All studies used online surveys to collect data.