A Scope Review of the Teacher Well‑Being Research Between 1968 and 2021

• In Event: Interventions to Boost Resilience

Abstract

This review aimed at portraying a nuanced picture of the trajectory of teacher well-being research during 54 years from 1968 to 2021. This review used descriptive quantitative analysis with a dataset of 774 journal articles. The developmental trend demonstrates a considerable change in the volume of publications conducted during the most recent 14 years. Findings of the current review identify that research foci have covered the antecedents, nature, and effects of teacher well-being in a descending manner. Quantitative methods were observed as the most frequently used method in research studies. Research on teacher well-being positions itself at the intermediate stage focusing on fusion relations combining new and recognized structures and adopting qualitative as well as quantitative practices.

Authors

• Wendan XU, The Education University of Hong Kong

• Lutong Zhang, Yunnan Minzu University

• Junjun Chen, Education University of Hong Kong

• Xinlin Li, Guangdong Mechanical & Electrical Polytechnic

• Ying Zhan, The Education University of Hong Kong