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

BACKGROUND: This systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers. METHODS: 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. RESULTS: 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 2=426.88, p<0.001, I 2=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. CONCLUSIONS: 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. PROSPERO REGISTRATION NUMBER: CRD42021225098.Peer reviewe

Work family Interface, working environment and job satisfaction among Finnish postal employees

Background The competing demands of work and family life is an important aspect of healthy work environment. This study investigated work life balance indicators from work and family life domain as well as work and health related factors and their association with job satisfaction among older employees of postal service sector. Methods A survey on the Finnish postal service employees was conducted among 50 years and older employees (age range: 50-67; 60% males) in 2016 with the follow-up in 2018 (n = 1466). Job satisfaction at follow-up was measured in a scale of 1-6 and dichotomized (yes vs. no). Work family balance was defined by two composite variables of support at work (4 items) and work and family time (3 items) and dichotomized (low vs. high) using their median values. Other work and health related indicators and socio demographic information were also obtained through questionnaire survey. Log-binomial regression model was used to calculate the odds ratio (ORs) and their 95% confidence intervals (CIs) for the relationship between work-life balance and job satisfaction. Results About half of the employees (49%) were satisfied with their job. Work, health and sociodemographic factors adjusted results shows that low support at work (OR 0.31, 95% CI 0.23-0.42) and low work and family time (OR 0.26, 95% CI 0.19-0.35) was associated with job satisfaction. Among work- and health-related factors, having regular day or two shifts work (compared to other forms of work), very often hurry at work (compared to sometimes) were associated with lower odds of job satisfaction while, possibility to influence work (compared to never) was associated with higher odds of job satisfaction. No or less sickness absence at work (compared to high sickness absence) was also associated with higher odds of job satisfaction. Conclusion Poor work life balance, i.e. low support at work and low work and family time was associated with low job satisfaction. Work and family domain are integral part of healthy work environment; attention should be paid to the domains of work and family to improve older workers job satisfaction

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

Background This systematic review aimed to analyse the effectiveness of interventions on the stress management of schoolteachers. Methods 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. Results 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 (χ2=426.88, p2=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. Conclusions 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. PROSPERO registration number CRD42021225098</p