Reframing Teacher Well-Being Scholarship: A Dual Analysis of Evolving Themes, Methodological Challenges, and Global Collaboration Patterns | ||
| جستارهای زبانی | ||
| Article 3, Volume 17, Issue 1 - Serial Number 91, Winter 1405, Pages 33-76 PDF (1.17 M) | ||
| DOI: 10.48311/LRR/lrr.2026.23998 | ||
| Authors | ||
| Belgin Elmas* ; Erdem Aksoy | ||
| TED University, Faculty of Education, Department of Foreign Language Teaching, Ön Cebeci, Ziya Gökalp Cd. 48/A, 06420 Çankaya/Ankara/Turkey | ||
| Abstract | ||
| This study aims to provide a comprehensive synthesis of the research landscape on Teacher Well-Being by integrating bibliometric and qualitative content analyses. Drawing on 1,256 peer-reviewed articles indexed in the Web of Science database between 1995 and 2025, the study first employs bibliometric techniques using R and VOSviewer to map trends, collaborations, and thematic tracks. Subsequently, a content analysis was conducted on a selected subset of 107 high-impact articles to categorize research purposes and contextual characteristics. Findings reveal strong thematic topics around resilience, burnout, job satisfaction, emotion regulation, positive psychology, equity, self-efficacy, reflective practice, and self-reflection. Both analyses highlight critical gaps in theoretical integration, methodological rigor, and international collaboration. While the United States, Australia, and the United Kingdom dominate in output and citations, emerging hubs such as China exhibit increasing engagement but limited global connectivity. The study underscores the need for longitudinal designs, culturally responsive research, and comparative international studies to advance the field. This research helps create a clearer, more inclusive and policy-relevant understanding of teacher well-being by emphasizing its systemic and relational aspects. | ||
| Keywords | ||
| bibliometric analysis; content analysis; cross-cultural research; international collaboration; teacher well-being | ||
| References | ||
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