Skip to main content
SpringerLink
Log in

The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis

  • Review Article
  • Published:
Educational Psychology Review Aims and scope Submit manuscript

Abstract

We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

References marked with an * were included in the review

  • Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: a multivariate meta-analysis. Educational Psychology Review, 26, 101–126. doi:10.1007/s10648-013-9244-0.

    Article  Google Scholar 

  • *Ancona, M. R., & Mendelson, T. (2014). Feasibility and preliminary outcomes of a yoga and mindfulness intervention for school teachers. Advances in School Mental Health Promotion, 7, 156–170. doi: 10.1080/1754730X.2014.920135.

  • *Anderson, S. L. (2000). Effects of a rational-emotive behavior therapy intervention on irrational beliefs and burnout among middle school teachers in the state of Iowa (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (UMI No 9978792).

  • *Anderson, V. L., Levinson, E. M., Barker, W., & Kiewra, K. R. (1999). The effects of meditation on teacher perceived occupational stress, state and trait anxiety, and burnout. School Psychology Quarterly, 14, 3–25.

  • *Anopchand, N. K. (2000). The impact of expressive writing on prospective teachers’ sense of efficacy, stress, burnout, and satisfaction with teaching (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (UMI No 9976516).

  • Awa, W. L., Plaumann, M., & Walter, U. (2010). Burnout prevention: a review of intervention programs. Patient Education and Counseling, 78, 184–190. doi:10.1016/j.pec.2009.04.008.

    Article  Google Scholar 

  • *Berg, J. K., Bradshaw, C. P., Jo, B., & Ialongo, N. S. (2016). Using complier average causal effect estimation to determine the impacts of the Good Behavior Game preventive intervention on teacher implementers. Administration and Policy in Mental Health and Mental Health Services Research, 1–14. doi: 10.1007/s10488-016-0738-1.

  • Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2005). Comprehensive meta-analysis (version 2) [computer software]. Englewood: Biostat.

    Google Scholar 

  • Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2009). Introduction to meta-analysis. Chichester: Wiley.

    Book  Google Scholar 

  • Boutron, I., Moher, D., Altman, D. G., Schulz, K. F., & Ravaud, F. (2008). Methods and processes of the CONSORT group: example of an extension for trials assessing nonpharmacologic treatments. Annals of Internal Medicine, 148, W–66. doi:10.7326/0003-4819-148-4-200802190-00008-w1.

    Article  Google Scholar 

  • *Breeman, L. D., van Lier, P. A., Wubbels, T., Verhulst, F. C., van der Ende, J., Maras, A., ... & Tick, N. T. (2016). Effects of the Good Behavior Game on the behavioral, emotional, and social problems of children with psychiatric disorders in special education settings. Journal of Positive Behavior Interventions, 18, 1–12. doi: 10.1177/1098300715593466.

  • Büssing, A., & Perrar, K. M. (1994). Burnout measurement. Study of a German version of the Maslach Burnout Inventory (MBI-D). Pflege Zeitschrift, 47, suppl-20.

  • *Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331–346. doi: 10.1123/jsep.2013-0231.

  • *Cooley, E., & Yovanoff, P. (1996). Supporting professionals-at-risk: evaluating interventions to reduce burnout and improve retention of special educators. Exceptional Children, 62, 336–355.

  • *Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: the effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1–12. doi: 10.1016/j.tate.2015.01.013.

  • *Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., ... & Ialongo, N. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science, 17, 325–337. doi: 10.1007/s11121-015-0618-z.

  • *Dreyer, L. (2012). Effects of a 10-week high-intensity exercise intervention on college staff with psychological burnout and multiple risk factors. The ICHPER-SD Journal of Research in Health, Physical Education, Recreation, Sport and Dance, 7, 27–33.

  • *Ebert, D. D., Lehr, D., Boß, L., Riper, H., Cuijpers, P., Andersson, G., ... & Berking, M. (2014). Efficacy of an Internet-based problem-solving training for teachers: results of a randomized controlled trial. Scandinavian Journal of Work, Environment & Health, 40, 582–596. doi: 10.5271/sjweh.3449.

  • *Emery, D. W. (2011). Crisis in education: a call to ACT (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (UMI No3466610).

  • *Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: a pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7, 182–195.

  • *Frank, J. L., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2013). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: results from a pilot study. Mindfulness, 6, 208–216. doi: 10.1007/s12671-013-0246-2.

  • Gold, Y. (1984). The factorial validity of the Maslach burnout inventory in a sample of California elementary and junior high school classroom teachers. Educational and Psychological Measurement, 44, 1009–1016. doi:10.1177/0013164484444024.

    Article  Google Scholar 

  • Gwet, K. L. (2012). Handbook of inter-rater reliability (Third edition). Gaithersburg: Advanced Analytics, LLC.

  • *Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting stress management and wellbeing in educators: feasibility and efficacy of a school-based yoga and mindfulness intervention. Mindfulness, 7, 143–154. doi: 10.1007/s12671-015-0451-2.

  • Higgins, J. P., & Green, S. (2011). Cochrane handbook for systematic reviews of interventions (Vol. 4). West Sussex: John Wiley & Sons.

    Google Scholar 

  • Iwanicki, E. F., & Schwab, R. L. (1981). A cross validation study of the Maslach burnout inventory. Educational and Psychological Measurement, 41, 1167–1174. doi:10.1177/001316448104100425.

    Article  Google Scholar 

  • *Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390.

  • *Johnson, S. M., & Naidoo, A. V. (2013). Transpersonal practices as prevention intervention for burnout among HIV/AIDS coordinator teachers. South African Journal of Psychology, 43, 59–70. doi: 10.1177/0081246312474406.

  • Kristensen, T. S., & Borritz, M. (1999). Copenhagen burnout inventory. Copenhagen: National Institute of Occupational Health.

    Google Scholar 

  • Maricuţoiu, L. P., Sava, F. A., & Butta, O. (2016). The effectiveness of controlled interventions on employees’ burnout: a meta-analysis. Journal of Occupational and Organizational Psychology, 89, 1–27. doi:10.1111/joop.12099.

    Article  Google Scholar 

  • Maslach, C., & Jackson, S. E. (1981). Maslach burnout inventory. Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., & Jackson, S. (1993). Maslach burnout inventory manual (2nd ed.). Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., Jackson, S., & Schwab, R. L. (1986). Maslach burnout inventory- educators survey. Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory. Manual (3rd ed.). Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422. doi:10.1146/annurev.psych.52.1.397.

    Article  Google Scholar 

  • McCarthy, C. J., Lambert, R. G., Lineback, S., Fitchett, P., & Baddouh, P. G. (2016). Assessing teacher appraisals and stress in the classroom: review of the classroom appraisal of resources and demands. Educational Psychology Review, 28, 577–603. doi:10.1007/s10648-015-9322-6.

    Article  Google Scholar 

  • Panagioti, M., Panagopoulou, E., Bower, P., Lewith, G., Kontopantelis, E., Chew-Graham, C., ... & Esmail, A. (2016). Controlled interventions to reduce burnout in physicians: a systematic review and meta-analysis. JAMA Internal Medicine. doi: 10.1001/jamainternmed.2016.7674.

  • Pines, A. M., Aronson, E., & Kafry, D. (1981). Burnout: From tedium to personal growth. New York: Free Press.

    Google Scholar 

  • *Porter, S. A. (1999). Teacher burnout: a quasiexperimental study of psychoeducational group interventions (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses (UMI No 9938253).

  • Richardson, K. M., & Rothstein, H. R. (2008). Effects of occupational stress management intervention programs: a meta-analysis. Journal of Occupational Health Psychology, 13, 69–93. doi:10.1037/1076-8998.13.1.69.

    Article  Google Scholar 

  • Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: an emerging area of research and practice. Child Development Perspectives, 6, 167–173. doi:10.1111/J.1750-8606.2012.00238.X.

    Article  Google Scholar 

  • *Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., ... & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787–804. doi: 10.1037/a0O32O93.

  • Schaufeli, W. B., & Van Dierendonck, D. (2000). Manual of the burnout scale Utrecht (UBOS) [Handleiding van de UBOS]. Lisse: Swets & Zeitlinger.

    Google Scholar 

  • *Siu, O. L., Cooper, C. L., & Phillips, D. R. (2014). Intervention studies on enhancing work well-being, reducing burnout, and improving recovery experiences among Hong Kong health care workers and teachers. International Journal of Stress Management, 21, 69–84. doi: 10.1037/aa03329l.

  • Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: the importance of teacher–student relationships. Educational Psychology Review, 23, 457–477. doi:10.1007/s10648-011-9170-y.

    Article  Google Scholar 

  • Stebbings, J., Taylor, I. M., Spray, C. M., & Ntoumanis, N. (2012). Antecedents of perceived coach interpersonal Behaviors: The coaching environment and coach psychological well- and ill-being. Journal of Sport and Exercise Psychology, 34, 481–502. doi:10.1123/jsep.34.4.481.

    Article  Google Scholar 

  • *Unterbrink, T., Pfeifer, R., Krippeit, L., Zimmermann, L., Rose, U., Joos, A., ... & Bauer, J. (2012). Burnout and effort–reward imbalance improvement for teachers by a manual-based group program. International Archives of Occupational and Environmental Health, 85, 667–674. doi: 10.1007/s00420-011-0712-x.

  • *Wolf, S., Torrente, C., Frisoli, P., Weisenhorn, N., Shivshanker, A., Annan, J., & Aber, J. L. (2015). Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo. Teaching and Teacher Education, 52, 24–36. doi: 10.1016/j.tate.2015.08.002.

Download references

Acknowledgements

The first two authors contributed equally to this paper. This work was supported by a grant of the Romanian Ministry of National Education, CNCS-UEFISCDI, project number PNII-RU-TE-2014-4-0398. This organization had no role in the design and implementation of the study.

Author information

Authors and Affiliations

  1. Department of Psychology, West University of Timișoara, 4 Vasile Pârvan Blvd., Room 303, 300223, Timișoara, Romania

    Alina Eugenia Iancu, Andrei Rusu, Cristina Măroiu, Roxana Păcurar & Laurențiu P. Maricuțoiu

Authors
  1. Alina Eugenia Iancu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrei Rusu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Cristina Măroiu
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Roxana Păcurar
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Laurențiu P. Maricuțoiu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laurențiu P. Maricuțoiu.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Iancu, A.E., Rusu, A., Măroiu, C. et al. The Effectiveness of Interventions Aimed at Reducing Teacher Burnout: a Meta-Analysis. Educ Psychol Rev 30, 373–396 (2018). https://doi.org/10.1007/s10648-017-9420-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10648-017-9420-8

Keywords

Search

Navigation