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Department of Educational Sciences and Psychology

Enhancing teacher well-being: Context matters

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Dr. Josina Schriek, Dr. Gyde Wartenberg (beide HU Berlin) sowie Dr. Justine Stang-Rabrig stehen gemeinsam im CDI-Gebäude © IFS​/​TU Dortmund
How can teachers' well-being be promoted? This question was the focus of the final meeting of the DGPs cooperation.

As part of the cooperation grant funded by the DGPs specialist group for educational psychology to produce a “research synthesis on the effectiveness of school-based interventions to promote teachers' well-being” by Dr. Josina Schriek, Dr. Gyde Wartenberg (both HU Berlin), and Dr. Justine Stang-Rabrig (TU Dortmund, IFS), the final meeting took place in person on December 10 and 11.

The aim was to finalize the systematic review with a meta-analytic approach. A total of 3,904 abstracts were screened and 111 studies were coded in full text. The corresponding manuscript is currently being prepared. The results indicate that school-wide intervention approaches are theoretically promising but have been little studied empirically. Overall, more than just behavior-oriented, individual-based interventions are needed, as the context in which teachers operate also plays an important role. The results will be presented at the upcoming GEBF and at an AERA symposium in 2026. In addition, a joint DGPs symposium on this topic is being planned.

The DGPs cooperation grant is important groundwork for a subsequent joint third-party funded project that is being designed in parallel. The results of the DGPs cooperation project will make a significant contribution to providing an overview of what is effective beyond individual measures. In the future, the findings will also be made visible in educational practice.

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