Over the last decades, extensive research has given considerable attention to teachers’ burnout. Owing to its negative personal, organizational, and social impacts (e.g., mental ill health, decreased work performance, turnover), intervention and prevention efforts have consequently been employed to minimize the effects of this phenomenon/syndrome. As teaching-specific stressors are mainly related to the socio-emotional domain, interventions targeting social and emotional learning (SEL) for teachers have been seen to increase in recent years. A meta-analysis of 13 empirical studies was conducted to investigate the effects of SEL interventions on teachers’ burnout. Results showed a statistically significant medium effect size favoring the experimental group regarding the impact of SEL on emotional exhaustion (g = − 0.37, 95% CI [− 0.70, − 0.03]) and personal accomplishment (g = 0.45, 95% CI [0.12, 0.79]). Impacts on depersonalization (g =− 0.51, 95% CI [− 1.13, 0.11]) were found to be not statistically significant. Meta regression analyses found narrower confidence intervals for interventions carried out over 3 months and tailored to the precise needs of class-level teachers for personal accomplishment. The findings add to the growing empirical evidence of the contribution of SEL interventions to improving teachers’ personal accomplishment, identified in prior literature as a mitigating factor of teacher burnout syndrome and diminishing their emotional exhaustion, thus sustaining the importance of promoting SEL within teacher training. As for their practical and methodological implications, the results contribute to understanding the role of the specific features of SEL interventions, and also important features of research design and methodological constraints, which may impact the effectiveness of these interventions.

在过去的几十年中，广泛的研究已经极大地关注了教师的倦怠。由于其负面的个人，组织和社会影响（例如，精神疾病，工作表现下降，离职），因此采取了干预和预防措施，以尽量减少这种现象/综合症的影响。由于特定于教学的压力源主要与社会情感领域有关，因此近年来针对教师的针对社交和情感学习（SEL）的干预措施有所增加。进行了13项实证研究的荟萃分析，以研究SEL干预对教师职业倦怠的影响。结果显示，就SEL对情绪衰竭的影响而言，统计上显着的中等效应大小有利于实验组（g= − 0.37，95％CI [-0.70，-0.03]）和个人成就感（g = 0.45，95％CI [0.12，0.79]）。上人格解体影响（克= − 0.51，95％CI [− 1.13，0.11]）在统计学上不显着。荟萃回归分析发现，在3个月内进行的干预措施的置信区间较窄，并根据班级教师个人成就的确切需求量身定制。这些发现增加了越来越多的经验证据，表明SEL干预对提高教师的个人素养有贡献。在先前的文献中，这是缓解教师倦怠综合症并减轻他们的精神疲惫的一种方法，因此在教师培训中保持了促进SEL的重要性。至于其实际和方法论意义，结果有助于理解SEL干预的特定特征的作用，以及研究设计和方法论约束的重要特征，