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Effectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis

Neupane Subas; Kyrönlahti Saila; Prakash K.C.; Nygård Clas-Håkan; Adhikari Bidhya Acharya; Paudel Netra Raj

dc.contributor.authorNeupane Subas
dc.contributor.authorKyrönlahti Saila
dc.contributor.authorPrakash K.C.
dc.contributor.authorNygård Clas-Håkan
dc.contributor.authorAdhikari Bidhya Acharya
dc.contributor.authorPaudel Netra Raj
dc.date.accessioned2022-10-28T14:04:27Z
dc.date.available2022-10-28T14:04:27Z
dc.identifier.urihttps://www.utupub.fi/handle/10024/169197
dc.description.abstract<p><b>Background </b>This systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers. <br></p><p><b>Methods </b>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. <br></p><p><b>Results </b>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<sup>2</sup>=426.88, p<0.001,I<sup>2</sup>=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. <br></p><p><b>Conclusions </b>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. <br></p><p>PROSPERO registration number CRD42021225098<br></p>
dc.language.isoen
dc.publisherBMJ PUBLISHING GROUP
dc.titleEffectiveness of interventions on the stress management of schoolteachers: a systematic review and meta-analysis
dc.identifier.urlhttps://oem.bmj.com/content/early/2022/03/06/oemed-2021-108019
dc.identifier.urnURN:NBN:fi-fe2022081154807
dc.embargo.lift2023-06-15
dc.contributor.organizationfi=kansanterveystiede|en=Public Health|
dc.contributor.organization-code2607307
dc.converis.publication-id175105359
dc.converis.urlhttps://research.utu.fi/converis/portal/Publication/175105359
dc.identifier.eissn1470-7926
dc.identifier.jour-issn1351-0711
dc.okm.affiliatedauthorK.C., Prakash
dc.okm.discipline3142 Kansanterveystiede, ympäristö ja työterveysfi_FI
dc.okm.discipline3142 Public health care science, environmental and occupational healthen_GB
dc.okm.internationalcopublicationnot an international co-publication
dc.okm.internationalityInternational publication
dc.okm.typeA2 Review article
dc.publisher.countryBritanniafi_FI
dc.publisher.countryUnited Kingdomen_GB
dc.publisher.country-codeGB
dc.relation.doi10.1136/oemed-2021-108019
dc.relation.ispartofjournalOccupational and Environmental Medicine
dc.year.issued2022


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