Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-07-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.677217/full |
| _version_ | 1818655906079965184 |
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| author | Sofia Oliveira Magda Sofia Roberto Nádia Salgado Pereira Alexandra Marques-Pinto Ana Margarida Veiga-Simão |
| author_facet | Sofia Oliveira Magda Sofia Roberto Nádia Salgado Pereira Alexandra Marques-Pinto Ana Margarida Veiga-Simão |
| author_sort | Sofia Oliveira |
| collection | DOAJ |
| description | Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers. |
| first_indexed | 2024-12-17T03:17:07Z |
| format | Article |
| id | doaj.art-39376dbee68d44e0960fcbf652a5d09a |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-17T03:17:07Z |
| publishDate | 2021-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-39376dbee68d44e0960fcbf652a5d09a2022-12-21T22:05:37ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-07-011210.3389/fpsyg.2021.677217677217Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-AnalysisSofia OliveiraMagda Sofia RobertoNádia Salgado PereiraAlexandra Marques-PintoAna Margarida Veiga-SimãoTeaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers.https://www.frontiersin.org/articles/10.3389/fpsyg.2021.677217/fullinterventionmeta-analysisprofessional developmentsocial and emotional learningsystematic reviewteachers |
| spellingShingle | Sofia Oliveira Magda Sofia Roberto Nádia Salgado Pereira Alexandra Marques-Pinto Ana Margarida Veiga-Simão Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis Frontiers in Psychology intervention meta-analysis professional development social and emotional learning systematic review teachers |
| title | Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis |
| title_full | Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis |
| title_fullStr | Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis |
| title_full_unstemmed | Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis |
| title_short | Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis |
| title_sort | impacts of social and emotional learning interventions for teachers on teachers outcomes a systematic review with meta analysis |
| topic | intervention meta-analysis professional development social and emotional learning systematic review teachers |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2021.677217/full |
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