The Role of Self‐Compassion in Teachers' Well‐Being: A Systematic Review and Meta‐Analysis

Studies revealed that teachers frequently experience stress and a decline in job satisfaction. This meta‐analysis examined the association between teacher well‐being measures and self‐compassion, as well as the impact of mindfulness interventions on these traits. The study synthesises data from 19 studies, encompassing a total of 4420 teachers. It reveals a significant positive correlation between teacher well‐being and self‐compassion. Specifically, self‐compassion inversely correlates with stress levels (r = −0.49) and positively correlates with job satisfaction ( r = 0.32). Furthermore, mindfulness interventions have been shown to substantially enhance both self‐compassion (Cohen's d = 0.77) and mindfulness (Cohen's d = 0.78) among teachers. These findings suggest that mindfulness interventions can effectively increase self‐compassion, thereby improving teacher well‐being. The positive association between self‐compassion and teacher well‐being underscores the potential benefits of targeted interventions to enhance these traits. However, further high‐quality research is necessary to optimise interventions aimed at augmenting teacher self‐compassion. This is crucial for fostering greater teacher well‐being and effectiveness in educational settings.