This meta-analytical review aims to investigate the overall effect of comprehensive interventions on teacher well-being and the factors that moderate the effect by synthesizing empirical evidence. A total number of 176 effect sizes from 44 studies were included in this study. The results reported the mean effect size of intervention on teacher well-being was significant (g = 0.35). The study quality (F = 5.38, p < .01), intervention type (F = 3.03, p < .05), and intervention duration (F = 2.80, p < .05) were identified as the statistically significant moderators for the overall effect. The further multiple moderator model reported a significant outcome (F = 2.91, p < .01). This study is the first attempt to synthesize the impact of the intervention on teacher well-being using a three-level model. Conceptual, methodological, and practical implications were provided and particular guidelines for professionals and education policy makers to better promote teacher wellness were also presented. 

本荟萃分析综述旨在通过综合实证证据来调查综合干预对教师福祉的总体影响以及调节影响的因素。本研究共纳入了来自 44 项研究的 176 个效应量。结果报告称，干预对教师福祉的平均效应量是显著的 （g = 0.35）。研究质量 （F = 5.38，p < .01）、干预类型 （F = 3.03，p < .05） 和干预持续时间 （F = 2.80，p < .05） 被确定为总体效果的统计学显着调节因子。进一步的多调节模型报告了显着的结局 （F = 2.91，p % 3C .01）。本研究是首次尝试使用三级模型综合干预对教师福祉的影响。提供了概念、方法和实践意义，并为专业人士和教育政策制定者提供了更好地促进教师健康的具体指导方针。