교사의 정신건강 증진을 위한 온라인 중재: 주제범위 문헌고찰

Abstract

Purpose To explore mental health interventions using online technologies for school teachers and identify characteristics and effects on teachers’ mental health improvement. Methods The method of Arksey and O’Malley was referenced. Two researchers independently searched seven electronic databases. Eleven experimental studies of online mental health interventions for K-12 teachers were analyzed for publication information, intervention characteristics, and summaries of outcome evaluations. Results Publication years ranged from 2014 to 2023. Most studies were conducted in Europe. Teleconferencing was the most frequently used. Virtual reality has seen recent development. Cognitive factors were frequently evaluated to ensure the program’s effectiveness, including mental health awareness and coping skills. Thus, cognitive behavior therapy was the most significant component of interventions to improve teachers’ health. Conclusion Our scoping review illustrates recent trends of online interventions to improve teachers’ mental health. Due to very limited information on Korean teachers, it is necessary to adopt available online interventions considering educational systems and teachers’ characteristics. Highly accessible modality, person-centered contents of mental health concern, and careful protection of teachers’ privacy are recommended for promoting mental health of teachers.