ReviewPsychology research and behavior management2025
Determinants of Middle and High School Teachers' Well-Being: A Systematic Review.
Review in Psychology research and behavior management, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: In this review, the determinant of teachers' well-being in middle and high school teachers and to identify potential avenues for future investigation was evaluated. Patients and Methods: The systematic review of this study was conducted using the Preferred Reporting Items for System Reviews and Meta-Analysis (PRISMA) methodology. We looked through a range of scholarly research on teachers' well-being that had been published in English and included in Scopus, EBSCO host, Science Direct, and Springer Link. There were 465 publications found throughout the literature search. The final analysis contained 12 publications after duplicates were eliminated and titles, abstracts, and full texts were screened. Articles unrelated to the topic and did not concentrate on TWB in middle and high school were excluded. The findings were checked and verified. A risk-of-bias assessment tool designed for systematic reviews of mixed research (ie, reviews that combine qualitative, quantitative, and/or mixed methods studies) was the Mixed Methods Appraisal Tool (MMAT). Results: There were fourth determinants of middle and high school TWB. The most powerful determinants were physical health, mental and emotional health, social support, professional development and autonomy. Meanwhile, the areas that required further investigation included TWB intervention programs, influential cultural and social factors, research methodology, and measurement procedures. Conclusion: Key determinants of teacher well-being (TWB) in middle and high school, such as physical and mental health, social support, professional development and autonomy, suggest several clinical applications. Targeted mental health resources, wellness initiatives, and strong support networks could significantly enhance TWB. Additionally, empowering teachers through skill development and autonomy may improve their job satisfaction and reduce burnout. Future intervention should consider cultural and social nuances to maximize TWB support.
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Registered trials
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