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Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis
Teachers are more likely to experience occupational burnout; intervention for their job burnout has been paid more and more attention by the academic community. However, there is not enough evidence to support the interventions’ effect. This study adopts the meta-analysis method and makes a statisti...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10604072/ https://www.ncbi.nlm.nih.gov/pubmed/37887453 http://dx.doi.org/10.3390/bs13100803 |
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author | Li, Jian Xue, Eryong He, Yunshu |
author_facet | Li, Jian Xue, Eryong He, Yunshu |
author_sort | Li, Jian |
collection | PubMed |
description | Teachers are more likely to experience occupational burnout; intervention for their job burnout has been paid more and more attention by the academic community. However, there is not enough evidence to support the interventions’ effect. This study adopts the meta-analysis method and makes a statistical analysis of the interventions’ effect on teachers’ job burnout based on 29 papers in the literature of randomized controlled experiments. It mainly presents the basic external characteristics of the research literature; besides, based on the results of software CMA.V3, this paper also analysed the overall intervention effect and the separate effect of four types of intervention, namely, cognitive–behavioral interventions (CBI), mindfulness-based interventions (MBI), professional training (PT), and emotional-based intervention (EBI). The results showed that CBI had the best effect, and mindfulness-based intervention had the second-best effect. Professional training also showed a good intervention effect, while the intervention effect of emotional-based intervention remains to be verified. In addition, it was found that only the effect of cognitive–behavioral intervention (CBI) was significant and had a strong effect (g = 0.876, 95% CI-1.06, 2.814, p < 0.05) when considering their effects on emotional exhaustion, while the other three interventions had no significant effect. The discussion section is provided last. |
format | Online Article Text |
id | pubmed-10604072 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-106040722023-10-28 Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis Li, Jian Xue, Eryong He, Yunshu Behav Sci (Basel) Article Teachers are more likely to experience occupational burnout; intervention for their job burnout has been paid more and more attention by the academic community. However, there is not enough evidence to support the interventions’ effect. This study adopts the meta-analysis method and makes a statistical analysis of the interventions’ effect on teachers’ job burnout based on 29 papers in the literature of randomized controlled experiments. It mainly presents the basic external characteristics of the research literature; besides, based on the results of software CMA.V3, this paper also analysed the overall intervention effect and the separate effect of four types of intervention, namely, cognitive–behavioral interventions (CBI), mindfulness-based interventions (MBI), professional training (PT), and emotional-based intervention (EBI). The results showed that CBI had the best effect, and mindfulness-based intervention had the second-best effect. Professional training also showed a good intervention effect, while the intervention effect of emotional-based intervention remains to be verified. In addition, it was found that only the effect of cognitive–behavioral intervention (CBI) was significant and had a strong effect (g = 0.876, 95% CI-1.06, 2.814, p < 0.05) when considering their effects on emotional exhaustion, while the other three interventions had no significant effect. The discussion section is provided last. MDPI 2023-09-27 /pmc/articles/PMC10604072/ /pubmed/37887453 http://dx.doi.org/10.3390/bs13100803 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Li, Jian Xue, Eryong He, Yunshu Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis |
title | Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis |
title_full | Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis |
title_fullStr | Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis |
title_full_unstemmed | Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis |
title_short | Investigating the Effect of Cognitive–Behavioral, Mindful-Based, Emotional-Based Intervention and Professional Training on Teachers’ Job Burnout: A Meta-Analysis |
title_sort | investigating the effect of cognitive–behavioral, mindful-based, emotional-based intervention and professional training on teachers’ job burnout: a meta-analysis |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10604072/ https://www.ncbi.nlm.nih.gov/pubmed/37887453 http://dx.doi.org/10.3390/bs13100803 |
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