Twenty years' empirical research on teacher resilience: a bibliometric analysis.
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| Title: | Twenty years' empirical research on teacher resilience: a bibliometric analysis. |
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| Authors: | Qin, Yongli1 (AUTHOR) qinyongli_81@just.edu.cn |
| Source: | Asia-Pacific Journal of Teacher Education. Nov2024, Vol. 52 Issue 5, p534-559. 26p. |
| Subject Terms: | *Psychology teachers, *Bibliometrics, *Teacher burnout, *Education research, *Educational psychology, Thematic analysis |
| Abstract: | Teacher resilience has become a prominent and multidimensional subject of interest in recent educational research. Its growing recognition has fuelled a wealth of investigations, necessitating a quantitative science mapping approach for comprehensive understanding of this evolving domain. This paper conducts a bibliometric analysis of empirical teacher resilience research using Web of Science data. The analysis reveals that teacher resilience is both an emerging and well-established research area. Leading academic institutions, primarily in the U.S.A. Australia, and the UK, have spearheaded investigations from psychological and teacher education perspectives. Thematic analysis identifies five core areas: teacher resilience in educational psychology, mindfulness-based programmes to mitigate teacher stress and burnout, teacher resilience in initial teacher education, the interplay between self-efficacy, identity, and emotional intelligence, and the profound impact of teacher resilience on critical factors like retention, attrition, and motivation. This research sheds light on the current state of teacher resilience research and offers insights into future directions. It serves as a valuable resource for scholars, policymakers, and educators navigating this evolving landscape. The combination of bibliometric analysis and thematic content analysis minimises potential subjective bias, contributing to understanding the multifaceted field of teacher resilience and its implications for the future of education. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Teacher resilience has become a prominent and multidimensional subject of interest in recent educational research. Its growing recognition has fuelled a wealth of investigations, necessitating a quantitative science mapping approach for comprehensive understanding of this evolving domain. This paper conducts a bibliometric analysis of empirical teacher resilience research using Web of Science data. The analysis reveals that teacher resilience is both an emerging and well-established research area. Leading academic institutions, primarily in the U.S.A. Australia, and the UK, have spearheaded investigations from psychological and teacher education perspectives. Thematic analysis identifies five core areas: teacher resilience in educational psychology, mindfulness-based programmes to mitigate teacher stress and burnout, teacher resilience in initial teacher education, the interplay between self-efficacy, identity, and emotional intelligence, and the profound impact of teacher resilience on critical factors like retention, attrition, and motivation. This research sheds light on the current state of teacher resilience research and offers insights into future directions. It serves as a valuable resource for scholars, policymakers, and educators navigating this evolving landscape. The combination of bibliometric analysis and thematic content analysis minimises potential subjective bias, contributing to understanding the multifaceted field of teacher resilience and its implications for the future of education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1359866X |
| DOI: | 10.1080/1359866X.2024.2410852 |
