Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, Finland
Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, Finland.
Occup Environ Med. 2022 Jul;79(7):477-485. doi: 10.1136/oemed-2021-108019. Epub 2022 Mar 7.
This systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers.
We 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.
We 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 (χ=426.88, p<0.001, I=94%) was found by type of interventions used. Cognitive-behavioural therapy had the strongest positive effect, followed by meditation among the types of interventions studied. We identified evidence of a moderate quality for interventions aiming to manage the stress level of schoolteachers.
The meta-analysis showed a positive effect of interventions, suggesting that interventions might reduce the stress level among teachers. The quality of the evidence was moderate.
CRD42021225098.
本系统评价旨在分析干预措施对学校教师压力管理的有效性。
我们检索了 Medline、PsycINFO、CINAHL 和 Education Research Complete，截至 2021 年 11 月 30 日，使用相关关键词来确定相关研究。职业压力或工作压力被用作结局指标。压力的定义为感知压力量表、教师压力量表、马斯拉赫倦怠量表、教师痛苦量表、简明症状量表或总体严重程度指数。由两名独立的评审员进行研究选择、数据提取和偏倚风险评估。使用随机效应荟萃分析计算出使用不同结局测量工具和不同干预措施类型的综合效应的估计值。我们使用推荐分级、评估、制定和评价方法来评估证据的整体质量。
我们回顾了 26 项研究，其中 24 项为随机试验，2 项为预测试/后测试研究。基于荟萃分析，使用不同干预措施类型发现干预有积极效果（综合估计值-1.13，95%CI-1.52 至-0.73），但研究间存在高度异质性（χ²=426.88，p<0.001，I²=94%）。在研究的干预措施类型中，认知行为疗法的效果最强，其次是冥想。我们发现针对管理学校教师压力水平的干预措施具有中等质量的证据。
荟萃分析显示干预有积极效果，表明干预可能降低教师的压力水平。证据质量为中等。
PROSPERO 注册号：CRD42021225098。
