A Review of Intervention Practices to Improve Teachers’ Occupational Well-Being

By reviewing 82 empirical research papers on improving teachers’ occupational well-being published between 2000 and 2022, this review found that most researchers have focused only on teachers’ affective well-being, with particular attention paid to stress and emotional depletion, while less research has been conducted on other dimensions such as social well-being. Most interventions focused on the cognitive restructuring category and faced insufficient incorporation of technology. Based on the review results, we suggest understanding the diversity of teachers’ occupational well-being and finding technological methods to optimize the effectiveness of interventions.