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Global Perspectives on Teacher Emotions and Agency in Higher Education: A Content and Bibliometric Analyses over the Past Five Decades

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Title: Global Perspectives on Teacher Emotions and Agency in Higher Education: A Content and Bibliometric Analyses over the Past Five Decades
Language: English
Authors: Tuyet Thi Tran (ORCID 0000-0002-1221-6015), Thi Chi Nguyen (ORCID 0000-0001-5738-4410), Dinh-Hai Luong (ORCID 0000-0003-0167-2645)
Source: European Journal of Education. 2024 59(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: Professional Autonomy, Global Approach, Higher Education, Emotional Response, Teacher Attitudes, Foreign Countries, Teacher Role, Educational History, Academic Language, Discourse Communities, Time Perspective, International Cooperation, Regional Characteristics, Holistic Approach, Language Teachers, COVID-19, Pandemics
Geographic Terms: Australia, China, United States
DOI: 10.1111/ejed.12768
ISSN: 0141-8211
1465-3435
Abstract: This study dives deep into the evolution of research on teacher emotions (TE), teacher agency (TA) and their role within higher education institutions (HEIs) from 1975 to the present. Combining a meticulous bibliometric and content analysis, the paper has painted a detailed picture of how the academic conversation has developed over nearly half a century. The approach did not just count publications but looked at how they connected globally. The study reveals a rich tapestry of international collaborations, with the United States, Australia and China standing out as key players, showcasing the global interest in this field and its interconnected insights. Another fascinating finding is the uncovering of the multifaceted dimensions of research on TE and TA and the significance of regional and global perspectives in shaping the holistic landscape of the field. The emergent themes, such as 'Language Teacher Emotion' and the significant impact of 'COVID-19' on educational dynamics, are even more intriguing. These themes strongly indicate the field's evolution and responsiveness to the emerging challenges in the contemporary academic landscape.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1450407
Database: ERIC
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  Value: <anid>AN0181057368;eje01dec.24;2024Nov26.04:09;v2.2.500</anid> <title id="AN0181057368-1">Global Perspectives on Teacher Emotions and Agency in Higher Education: A Content and Bibliometric Analyses Over the Past Five Decades </title> <p>This study dives deep into the evolution of research on teacher emotions (TE), teacher agency (TA) and their role within higher education institutions (HEIs) from 1975 to the present. Combining a meticulous bibliometric and content analysis, the paper has painted a detailed picture of how the academic conversation has developed over nearly half a century. The approach did not just count publications but looked at how they connected globally. The study reveals a rich tapestry of international collaborations, with the United States, Australia and China standing out as key players, showcasing the global interest in this field and its interconnected insights. Another fascinating finding is the uncovering of the multifaceted dimensions of research on TE and TA and the significance of regional and global perspectives in shaping the holistic landscape of the field. The emergent themes, such as 'Language Teacher Emotion' and the significant impact of 'COVID‐19' on educational dynamics, are even more intriguing. These themes strongly indicate the field's evolution and responsiveness to the emerging challenges in the contemporary academic landscape.</p> <p>Keywords: bibliometric analysis; content analysis; higher education institutions; teacher agency; teacher emotions</p> <hd id="AN0181057368-2">Introduction</hd> <p>The enduring significance of TE and TA in shaping educational environments and fostering positive academic outcomes is widely acknowledged. Since the early works of researchers like Hayslip, Beyerlein, and Nichols ([<reflink idref="bib23" id="ref1">23</reflink>]) and Svebak ([<reflink idref="bib40" id="ref2">40</reflink>]), scholarly interest in these topics has evolved, embracing a deeper understanding of the complexities teachers face in higher education contexts (e.g. Sutton and Wheatley [<reflink idref="bib39" id="ref3">39</reflink>]; Zheng, Heydarnejad, and Aberash [<reflink idref="bib45" id="ref4">45</reflink>]). This study aims to follow how discussions in this academic field have developed from 1975 to the present, showing how simple questions have grown into complex, multi‐area conversations today. This change is noticeable when working together globally, and including different cultural views is crucial. This is even more significant considering the common challenges, like the COVID‐19 pandemic, showing how human emotions can be vulnerable and strong.</p> <p>Aiming at clearly explaining how the ideas of teachers' emotions and their ability to act have been woven into academic discussions for almost 50 years, this research investigates the field evolution, international collaborations' role and changing themes. The ensuing research questions (RQ) underpin our inquiry:</p> <p>RQ1. How have TE and TA within HEIs been articulated and evolved regarding publication trends and research scopes?</p> <p>This RQ aims to uncover the articulation and evolution of these concepts in scholarly research. It provides insight into the historical trajectory of research on TE and TA, revealing patterns of interest, shifts in emphasis and emerging study areas.</p> <p>RQ2. Which patterns of global collaborations are discernible in the research on TE and TA within HEIs, and who are the eminent contributors steering these discourses?</p> <p>Collaboration across geographical boundaries is crucial in academic research, especially in dynamic fields like TE and TA within HEIs. This analysis identifies key regions and individuals involved in global collaborations, reveals geographical gaps and encourages further investigation.</p> <p>RQ3. What are the prevailing and emergent themes defining TE and TA research corpus within HEIs?</p> <p>This RQ aims to uncover the key issues, debates and areas of innovation shaping the field and driving future inquiry. The examination can also unveil the factors influencing TE and TA within HEIs, offering a guide for further exploration into the factor intersection in the field.</p> <p>By addressing these RQs, this study aims to furnish a comprehensive overview of the dynamic interrelation between TE and TA, accentuating how these education elements have been conceptualised and interconnected across scholarly endeavour decades.</p> <hd id="AN0181057368-3">Literature Review</hd> <p></p> <hd id="AN0181057368-4">Teacher Emotions: The Multifaceted Construct</hd> <p>Research on TE has evolved significantly, with early studies focusing on job satisfaction and burnout. In recent decades, there has been a shift towards exploring TE's complex and multifaceted nature and examining its impact on teacher practices, student outcomes and well‐being. Emotions are generally classified into positive and negative categories, ranging from happiness, joy and excitement to anger, sadness and stress (Sutton and Wheatley [<reflink idref="bib39" id="ref5">39</reflink>]). Subsequent research (e.g. Chen [<reflink idref="bib8" id="ref6">8</reflink>]; Dikilitaş and Mumford [<reflink idref="bib14" id="ref7">14</reflink>]; Gramipour, Shariatmadari, and Mahdi [<reflink idref="bib20" id="ref8">20</reflink>]) expanded the concept to include enjoyment, pride, fear, exhaustion and guilt. This dichotomy underscores the emotional experiences' complexity and variability, likely to significantly impact the cognitive and motivational aspects of teaching (Dilekçi and Manap [<reflink idref="bib15" id="ref9">15</reflink>]; Leithwood and Beatty [<reflink idref="bib30" id="ref10">30</reflink>]). The expansion of and deeper inquiries into the concept yield an insight into the emotional dimensions of education.</p> <hd id="AN0181057368-5">Teacher Agency: A Multi‐Perspective Concept</hd> <p>TA refers to the teacher's capacity to make purposeful decisions, take meaningful actions and shape professional practices within a context. It has roots in educational philosophy and psychology, beginning with Dewey's idea about the teacher educator's active role in shaping students' learning experiences (1904, as cited in Schmidt and Allsup [36], 1). While Dewey's ideas are not explicitly framed in the TA's language, the teachers‐as‐active contributor essence to the educational process aligns with the contemporary understanding of the diverse perspectives' concept. In social cognitive theory, agency is defined as 'people's capabilities to exercise control over events that affect their lives' (Bandura [<reflink idref="bib1" id="ref11">1</reflink>], 1175). Accordingly, its core elements involve efficacy, intentionality, forethought (i.e. goal setting), self‐reactivity and self‐reflectiveness. More importantly, this lens recognises that TA is not isolated but deeply interconnected with the collective cognitive and social dynamics in educational contexts. This recognition is similar to contextual influences, emphasised in the sociocultural and ecological perspectives. However, unlike the socio‐cognitive perspective, these more recent perspectives emphasise the agent's social interactions and the core elements' dynamics within an ecosystem, respectively. Such a concept landscape has laid the foundation for research on the complex relationship between TE and TA in recent literature (Kayi‐Aydar [<reflink idref="bib24" id="ref12">24</reflink>]).</p> <hd id="AN0181057368-6">Teacher Emotions and Agency: Previous Reviews</hd> <p>While TE and TA have been extensively studied, reviews in these research areas have emerged only recently. A decade ago, Fried, Mansfield, and Dobozy ([<reflink idref="bib18" id="ref13">18</reflink>]) examined the teacher emotion conceptual model in 82 publications from 2003 to 2013, highlighting its complexities. However, the review did not explore the relationship between TE and TA. Chen's ([<reflink idref="bib7" id="ref14">7</reflink>]) more recent review, encompassing a broader scope, also lacked insight into the connection between these constructs. Despite its emphasis on research topics, types and methods, Chen's ([<reflink idref="bib7" id="ref15">7</reflink>]) review, from 154 articles, primarily focused on the evolving landscape of teacher emotion research in Asia from 1988 to 2017. With advancements in the bibliometric method, Dilekçi and Manap ([<reflink idref="bib15" id="ref16">15</reflink>]) conducted a comprehensive study on teacher emotions, examining 521 publications from the Web of Science. The review identified notable keywords like 'emotion regulation', 'emotional labour' and 'teacher education', but 'agency' did not emerge as one of the prevalent terms in the analysed publications. According to the study by Dilekçi and Manap ([<reflink idref="bib15" id="ref17">15</reflink>]), the trajectory of publications on TE showed a decline in 2020 and a modest recovery in 2021. Similarly notable are the five most publishing countries: the United States, China, Germany, Australia and England.</p> <p>Meanwhile, Tao, Xu, and Gao ([<reflink idref="bib41" id="ref18">41</reflink>]) review on TA emphasised the integral emotional role in a teacher's mindset, significantly influencing TA attainment. However, the reciprocal relationship between these two constructs remains a subject of inquiry. Furthermore, this literature review focused on publication trends, geographical distribution, methodologies and theoretical perspectives, drawing mainly from articles in a limited number of sources, for example, 'Teaching and Teacher Education', 'Journal of Teacher Education' and 'European Journal of Teacher Education'. Similarly noteworthy, the analysis underscores a growing interest in the subject, particularly in North America and Europe, and a significant contribution from Asia to the field's publications. The publication trajectory on TA exhibited fluctuations over the eleven years from 2009 to 2020. Despite peaks in 2018 and 2020, a minor decline was observed in the intervening period.</p> <p>The literature reveals that previous reviews focused on publication trends, geographical distribution, period or research. This creates a space for subsequent reviews to explore complementary dimensions; in other words, the current literature review continues to serve a purpose by synthesising research articles from Scopus, focusing on TE and TA in a different period.</p> <hd id="AN0181057368-7">Methodology</hd> <p>This study's methodology combines bibliometric and content analysis. This dual‐method approach reflects the study's complex nature and is aligned to provide a comprehensive field examination.</p> <hd id="AN0181057368-8">Bibliometric Analysis</hd> <p>In the present investigation, bibliometric analysis is the research cornerstone. Hallinger ([<reflink idref="bib22" id="ref19">22</reflink>]) articulates that this analytical approach harnesses its inherent advantages to meticulously synthesise and scrutinise extensive datasets, unveiling latent patterns and emergent trends within the scholarly terrain. As Cobo et al. ([<reflink idref="bib9" id="ref20">9</reflink>]) illustrated, this method benefits from combining techniques derived from citation analysis, computational sciences and information visualisation. Such an integration augments the analytical depth and breadth, facilitating a more nuanced exploration of the research landscape.</p> <p>Employing contemporary bibliometric practices, this study utilises analytical tools such as Microsoft Excel and VOSviewer to a significant effect. These instruments are pivotal for conducting a granular examination of publication trends, delineating authorship networks and identifying thematic developments pertinent to TE and TA. Moreover, the research methodology encompasses quantitative techniques, including but not limited to co‐word analysis and avant‐garde hybrid methodologies that amalgamate bibliographic coupling analysis with word analysis, as delineated by Klavans and Boyack ([<reflink idref="bib26" id="ref21">26</reflink>]). Additionally, examining cited authors, a method refined by Pham et al. ([<reflink idref="bib32" id="ref22">32</reflink>]), further enhances our investigative capacity.</p> <p>The deployment of these sophisticated methodological approaches extends our study's scope and situates our inquiry at the vanguard of academic research, affording us a comprehensive understanding of the dynamic interplays and thematic evolutions within the field.</p> <hd id="AN0181057368-9">Content Analysis</hd> <p>Complementing the bibliometric analysis, content analysis is employed in the present study to interpret the selected articles' textual data qualitatively. The content analysis process involves coding and identifying significant themes or patterns, as Stemler ([<reflink idref="bib38" id="ref23">38</reflink>]) suggested. According to Vears and Gillam ([<reflink idref="bib44" id="ref24">44</reflink>]), this inductive method of content analysis allows the theme to emerge directly from the data, ensuring the firmly rooted analysis of the actual content. Employing content analysis is essential in uncovering underlying themes that may not be readily apparent through quantitative analysis alone, providing a comprehensive understanding of the research landscape.</p> <hd id="AN0181057368-10">Data Collection and Analysis Process</hd> <p>Collecting and analysing data are pivotal for ensuring the research findings' reliability and validity. The Scopus database was selected for this study for its extensive coverage of Social Sciences, surpassing other databases such as Web of Science and Dimensions (Mongeon and Paul‐Hus [<reflink idref="bib31" id="ref25">31</reflink>]; Zhu and Liu [<reflink idref="bib46" id="ref26">46</reflink>]). Additionally, utilising a single comprehensive database helps mitigate challenges associated with integrating data from multiple sources (Kumpulainen and Seppänen [<reflink idref="bib27" id="ref27">27</reflink>]). The PRISMA methodology ensured a thorough data collection process. As shown in Figure 1, this process included three primary stages: initial search, screening and eligibility assessment.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0001.jpg" title="1 Data gathering procedures." /> </p> <p></p> <p>Initially, 2619 documents were identified through diverse keywords related to teachers, emotions, agency and higher education. These keywords, covering the multifaceted TE construct and multi‐perspective TA concept, were employed to minimise the risk of overlooking the pertinent studies. Guided by specific criteria for the study's scope, the screening stage excluded 666 documents, leaving 1953 for further consideration. Finally, inclusion and exclusion criteria were applied to maintain the study's focus on exploring the potential relationship between TE and TA, resulting in the selection of 408 documents for analysis.</p> <p>Figure 2 summarises the data analysis steps, starting with bibliometric analysis and followed by content analysis of the top documents. Bibliometric and content analysis are purposefully integrated to address the research questions. Specifically, the bibliometric analysis provides a quantitative overview, mapping trends, collaboration networks and key contributors. Meanwhile, the content analysis explores qualitative aspects, examining themes and contexts. This two‐method approach fully shows how research on TE and TA in HEIs has changed.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0002.jpg" title="2 Data analysis procedures." /> </p> <p></p> <hd id="AN0181057368-13">Results</hd> <p>This section examines the transformative landscape of TE and TA in HEIs to dissect and respond to the research question trio introduced at the study's outset. The dissection begins with a detailed publication trend analysis, tracing the academic focus contours across the decades. The emerging global collaboration patterns, pinpointing influential contributors and dissecting their scholarly networks, were then pivoted. Finally, the emerging salient research themes shared academic evolution information and the field's responsiveness to new educational paradigms.</p> <hd id="AN0181057368-14">Evolution of Publication Trends and Scopes</hd> <p>This sub‐section aims to respond to our first RQ: How have TE and TA within HEIs been articulated and evolved regarding publication trends and research scopes? This part explores scholarly publication trajectory, discerning how TE's and TA's academic treatment has developed and expanded.</p> <hd id="AN0181057368-15">Annual Publication Trends</hd> <p>The historical research trajectory on TE and TA in HEIs has significantly grown and fluctuated since Svebak's first documented publication in Svebak ([<reflink idref="bib40" id="ref28">40</reflink>]). Between 1975 and 1995, the field underwent a modest development phase characterised by publishing only 16 documents. This period reflects the early stage of academic interest in these domains. Subsequently, the period from 1995 to 2016 witnessed a substantial surge in research output, culminating in a peak of publications in 2016. This increase signifies a burgeoning interest and a heightened academic focus on TE and TA in HEIs. The consistent rise over this period reflects the field's significant expansion and a growing recognition of its importance in educational research. However, a significant decline in publication was observed after 2016, with a pronounced decrease in 2020. This downturn warrants a closer examination, as it was briefly observed before the recovery in 2021 and 2022. This recent increase suggests an academic landscape shift, emphasising the growing significance of TE and TA. In summary, the historical research trajectory in TE and TA in HEIs, as depicted in Figure 3, reflects the field's dynamic nature. The significant growth, followed by a decline and subsequent revival, underscores its responsiveness to the evolving academic landscape and contemporary global events. The trend analysis highlights the historical progression and points to potential future directions and exploration areas within this vital educational research area.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0003.jpg" title="3 Annual publication trends." /> </p> <p></p> <hd id="AN0181057368-17">Diverse Publication Scopes</hd> <p>Besides publication trends, this study investigates the various publication sources on TE and TA in HEIs, referred to as publication scopes. Figure 4 shows 50 sources categorised into four distinct publication scopes, each representing a vital area within the broader field.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0004.jpg" title="4 Publication scopes (based on bibliographic coupling analysis of 50 sources)." /> </p> <p></p> <hd id="AN0181057368-19">Scope #1: Instructional Methods and Teacher Education</hd> <p>This scope includes prominent journals such as 'Teaching and Teacher Education' and 'Journal of Education for Teaching', focusing on the dynamic aspects of teaching and teacher education. These sources strongly emphasise the significance of pedagogical methods and teacher training.</p> <hd id="AN0181057368-20">Scope #2: Educational Administration and Technology Integration</hd> <p>Journals like 'Educational Administration Quarterly' and 'Journal of School Psychology' fall under this scope, highlighting the integration of administrative strategies and technological advancements in educational settings.</p> <hd id="AN0181057368-21">Scope #3: Interdisciplinary Approaches in Educational Research</hd> <p>This category, including journals such as 'Frontiers in Psychology' and 'BMC Medical Education', signifies the growing trend of interdisciplinary research, blending educational studies with other academic disciplines.</p> <hd id="AN0181057368-22">Scope #4: Regional Perspectives in Education and Science Studies</hd> <p>Sources like 'Asia‐Pacific Education Researcher' and 'Journal of Baltic Science Education' in this scope demonstrate the importance of diverse perspectives across regions and educational tiers.</p> <p>Table 1 displays the top sources recognised within these scopes. 'Teaching and Teacher Education' is the dominant source, with nine documents and 1316 citations, showcasing its extensive contributions to the field. 'Educational Administration Quarterly' is another influential source, with seven papers and 708 citations. The other journals in the lists contribute significantly to the document or citation landscape, underscoring the diverse and impactful nature of research in the field. Although scope #4 appears once in each list, it indicates increasing attention to the regional perspectives in this research area.</p> <p>1 TABLE Top 10 sources, sorted by the number of documents and citations.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">No.</th><th align="center">Source</th><th align="center">Scope</th><th align="center">Document</th><th align="center">No.</th><th align="center">Source</th><th align="center">Scope</th><th align="center">Citation</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">Frontiers in Psychology</td><td align="center">3</td><td align="center">12</td><td align="center">1</td><td align="center">Teaching and Teacher Education</td><td align="center">1</td><td align="center">1316</td></tr><tr><td align="left">2</td><td align="center">Teaching and Teacher Education</td><td align="center">1</td><td align="center">9</td><td align="center">2</td><td align="center">Educational Administration Quarterly</td><td align="center">2</td><td align="center">708</td></tr><tr><td align="left">3</td><td align="center">Educational Administration Quarterly</td><td align="center">2</td><td align="center">7</td><td align="center">3</td><td align="center">British Journal of Educational Psychology</td><td align="center">1</td><td align="center">456</td></tr><tr><td align="left">4</td><td align="center">1</td><td align="center">7</td><td align="center">4</td><td align="center">Journal of School Psychology</td><td align="center">2</td><td align="center">358</td></tr><tr><td align="left">5</td><td align="center">Asia‐Pacific Education Researcher</td><td align="center">4</td><td align="center">7</td><td align="center">5</td><td align="center">Teachers College Record</td><td align="center">1</td><td align="center">272</td></tr><tr><td align="left">6</td><td align="center">Sustainability (Switzerland)</td><td align="center">3</td><td align="center">7</td><td align="center">6</td><td align="center">Computers in Human Behaviour</td><td align="center">2</td><td align="center">235</td></tr><tr><td align="left">7</td><td align="center">Teaching in Higher Education</td><td align="center">2</td><td align="center">6</td><td align="center">7</td><td align="center" /><td align="center">1</td><td align="center">234</td></tr><tr><td align="left">8</td><td align="center" /><td align="center">1</td><td align="center">5</td><td align="center">8</td><td align="center">Journal of Research in Science Teaching</td><td align="center">1</td><td align="center">216</td></tr><tr><td align="left">9</td><td align="center">Journal of School Psychology</td><td align="center">2</td><td align="center">5</td><td align="center">9</td><td align="center">School Science and Mathematics</td><td align="center">4</td><td align="center">155</td></tr><tr><td align="left">10</td><td align="center">BMC Medical Education</td><td align="center">3</td><td align="center">5</td><td align="center">10</td><td align="center">Journal of Educational Administration</td><td align="center">2</td><td align="center">148</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181057368-23">Contribution and Collaboration Patterns</hd> <p>This sub‐section attempts to answer RQ2: Which patterns of global collaborations are discernible in the research on TE and TA within HEIs, and who are the eminent contributors steering these discourses? This section synthesises the collaborative efforts underpinning the scholarly work in the field, mapping the interconnections and contributions facilitating the growth of this study's area.</p> <hd id="AN0181057368-24">Nations' Contributions and Citations</hd> <p></p> <hd id="AN0181057368-25">Impactful Nations</hd> <p>Table 2 highlights the top 10 countries contributing to TE and TA in HEIs regarding document publications and citations. Leading the chart, the United States has produced 109 documents, receiving an impressive 4353 citations. With 34 papers and 1038 citations, Australia is the second‐most significant contributor. These figures demonstrate these countries' substantial impact in this field. Unlike the United States and Australia, the contributions of China, Turkey, Spain and the United Kingdom show a reversal regarding document count and citations. While China and Turkey have more documents (32 and 30, respectively) than Spain (<reflink idref="bib23" id="ref29">23</reflink>) and the United Kingdom (<reflink idref="bib25" id="ref30">25</reflink>), the latter countries surpass the former in citations. Specifically, the citation numbers in these countries are 362, 491, 878 and 955 in the mentioned order. Though contributing fewer documents (not in the top 10 by document count), European countries like the Netherlands and Norway significantly impact citations (864 and 688, respectively), highlighting their research quality and influence.</p> <p>2 TABLE Top 10 countries, sorted by the number of documents and citations.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">No.</th><th align="center">Country</th><th align="center">Document</th><th align="center">No.</th><th align="center">Country</th><th align="center">Citation</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">United States</td><td align="center">109</td><td align="center">1</td><td align="center">United States</td><td align="center">4353</td></tr><tr><td align="left">2</td><td align="center">Australia</td><td align="center">34</td><td align="center">2</td><td align="center">Australia</td><td align="center">1038</td></tr><tr><td align="left">3</td><td align="center">China</td><td align="center">32</td><td align="center">3</td><td align="center">United Kingdom</td><td align="center">955</td></tr><tr><td align="left">4</td><td align="center">Turkey</td><td align="center">30</td><td align="center">4</td><td align="center">Spain</td><td align="center">878</td></tr><tr><td align="left">5</td><td align="center">United Kingdom</td><td align="center">25</td><td align="center">5</td><td align="center">Netherlands</td><td align="center">864</td></tr><tr><td align="left">6</td><td align="center">Spain</td><td align="center">23</td><td align="center">6</td><td align="center">Norway</td><td align="center">688</td></tr><tr><td align="left">7</td><td align="center">Germany</td><td align="center">18</td><td align="center">7</td><td align="center">Turkey</td><td align="center">491</td></tr><tr><td align="left">8</td><td align="center">Canada</td><td align="center">13</td><td align="center">8</td><td align="center">Germany</td><td align="center">395</td></tr><tr><td align="left">9</td><td align="center">Hong Kong</td><td align="center">13</td><td align="center">9</td><td align="center">China</td><td align="center">362</td></tr><tr><td align="left">10</td><td align="center">India</td><td align="center">12</td><td align="center">10</td><td align="center">Taiwan</td><td align="center">336</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181057368-26">Diverse and Interconnected Research Collaborations</hd> <p>Figure 5 illustrates an extensive global collaboration network involving 61 countries, showcasing the field's reach beyond geographical boundaries. This wide‐ranging network highlights the universal appeal and research relevance of TE and TA in HEIs. Significantly, the United States remains a key contributor, continuing its longstanding tradition of shaping the academic discourse in this area through substantial document production and citations. This country maintains strong connections with established contributors like Australia, the United Kingdom and Turkey and fosters ties with emerging contributors like Korea and India.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0005.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0005.jpg" title="5 Countries' collaborations (based on co‐author analysis of 61 countries)." /> </p> <p></p> <p>The study also brings to light a notable shift in global research dynamics. While traditional research powerhouses like the United States play a pivotal role, new contributors emerge, particularly from Asia, with China rapidly ascending as a significant research hub in this domain. With nine links, including substantial contributors such as the United States and Australia, China proves its growing influence in the academic sphere and reflects a broader change in global educational research dynamics. The increasing prominence of China underscores a geographical diversification of research efforts, illustrating the global research dynamic evolution where established and emerging nations collectively enrich the field.</p> <p>Countries like Australia and Turkey continue to play significant roles; however, Australia shows more effort in international collaborations, demonstrated through more than ten connecting lines. Notably, Germany, a relatively newer contributor, has established extensive overseas collaborations despite being with minor contributors. This country's links suggest a potential influx of new perspectives in the research domain. The involvement of nations like the United Kingdom and Spain also enhances the research network diversity. Their contributions and those from other regions bring various perspectives, deepening the understanding of TE and TA across different cultural and educational settings.</p> <p>The observed global collaboration patterns reveal a dynamic and inclusive research community. These international partnerships extend beyond traditional academic boundaries, involving established and emerging research nations. This collaborative network enriches the field by facilitating knowledge exchange and offering diverse cultural insights, crucial for a deeper understanding of TE and TA within HEIs.</p> <hd id="AN0181057368-28">Dominant Authors and Their Collaboration</hd> <p></p> <hd id="AN0181057368-29">Contributions by Top Authors</hd> <p>Table 3 highlights the most prolific researchers in this research domain. Notably, Borrachero from the Universidad de Extremadura, Spain, has the highest number of published documents and ranks highly in citations. Brígido, Mellado, Yin and Han, each with four publications, represent different institutions from Spain, Hong Kong and China. The citation leaders, such as Oort from the University of Amsterdam, Netherlands, with 329 citations, Boor and Scheele from the University of Maastricht, Netherlands, demonstrate the far‐reaching influence of their research in the field. Equally notable is that many influential authors are not affiliated with the countries well‐established in this research domain. This intriguing discovery implies that fostering collaborations between established and emerging nations and increased support from established nations for potential researchers will likely enhance the research quality and impact.</p> <p>3 TABLE Top 10 authors, sorted by the number of documents and citations.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">No.</th><th align="center">Author</th><th align="center">Affiliation</th><th align="center">Document</th><th align="center">No.</th><th align="center">Author</th><th align="center">Affiliation</th><th align="center">Citation</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">Ana Belén Borrachero</td><td align="center">Universidad de Extremadura, Spain</td><td align="center">4</td><td align="center">1</td><td align="center">Frans Jeroen Oort</td><td align="center">University of Amsterdam, Netherlands</td><td align="center">329</td></tr><tr><td align="left">2</td><td align="center">Marcelo Macedo Brígido</td><td align="center">Universidad Antonio de Nebrija, Spain</td><td align="center">4</td><td align="center">2</td><td align="center">Ana Belén Borrachero</td><td align="center">Universidad de Extremadura, Spain</td><td align="center">156</td></tr><tr><td align="left">3</td><td align="center">Vicente Mellado</td><td align="center">Universidad de Extremadura, Spain</td><td align="center">4</td><td align="center">3</td><td align="center">Marcelo Macedo Brígido</td><td align="center">Universidad Antonio de Nebrija, Spain</td><td align="center">156</td></tr><tr><td align="left">4</td><td align="center">Hongbiao Yin</td><td align="center">Chinese University of Hong Kong, Hong Kong</td><td align="center">4</td><td align="center">4</td><td align="center">Vicente Mellado</td><td align="center">Universidad de Extremadura, Spain</td><td align="center">156</td></tr><tr><td align="left">5</td><td align="center">Jiying Han</td><td align="center">Shandong University, China</td><td align="center">4</td><td align="center">5</td><td align="center">Klarke Boor</td><td align="center">University of Maastricht, Netherlands</td><td align="center">99</td></tr><tr><td align="left">6</td><td align="center">Gerda J. Visser‐Wijnveen</td><td align="center">Anton de Kom University of Suriname, South America</td><td align="center">4</td><td align="center">6</td><td align="center">Fedde Scheele</td><td align="center">University of Maastricht, Netherlands</td><td align="center">99</td></tr><tr><td align="left">7</td><td align="center">Emilio Costillo</td><td align="center">Universidad de Extremadura, Spain</td><td align="center">3</td><td align="center">7</td><td align="center">AlbertScherpbier</td><td align="center">Maastricht Institute for Medical Education, Netherlands</td><td align="center">99</td></tr><tr><td align="left">8</td><td align="center">Ann Stes</td><td align="center">University of Antwerp, Belgium</td><td align="center">3</td><td align="center">8</td><td align="center">Diederik A. Stapel</td><td align="center">Tilburg University, Netherlands</td><td align="center">99</td></tr><tr><td align="left">9</td><td align="center">Peter Van Petegem</td><td align="center">University of Antwerp, Belgium</td><td align="center">3</td><td align="center">9</td><td align="center">Pim W. Teunissen</td><td align="center">Free University Medical Center, Netherlands</td><td align="center">99</td></tr><tr><td align="left">10</td><td align="center">Frans Jeroen Oort</td><td align="center">University of Amsterdam, Netherlands</td><td align="center">2</td><td align="center">10</td><td align="center">Van Der Vleuten Cees</td><td align="center">University of Maastricht, Netherlands</td><td align="center">99</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181057368-30">Collaborative Networks Among Authors</hd> <p>Figure 6 shows the collaborative dynamics of an active network of 200 authors. Notably, leading authors like Borrachero and groups like Visser‐Wijnveen are expanding their collaborative efforts by incorporating new authors into their research groups. While many research groups have yet to be active, new groups like those under the direction of Kosler and Wu suggest a trend towards creating new research collaborations. However, the overall pattern suggests a small research group prevalence, with an increasing number but limited expansion in cross‐group collaborations and a single dominant author or group absence in the field.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0006.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0006.jpg" title="6 Research community (based on co‐author analysis of 200 authors)." /> </p> <p></p> <p>In summary, the results paint a picture of a dynamic and diverse global research community with significant contributions from various countries and authors. The United States' leading position, coupled with the substantial contributions from other countries and the evolving nature of collaborative networks, highlights the field's wide‐reaching impact and ongoing development in addressing TE and TA in HEIs.</p> <hd id="AN0181057368-32">Insightful Exploration: Unveiling Research Themes</hd> <p>This sub‐section addresses RQ3: What are the prevailing and emergent themes defining TE and TA research corpus within HEIs? This analysis is dedicated to excavating the thematic bedrock upon which the scholarship of TE and TA rests. The historical layers of academic dialogue were sifted to spotlight the enduring and developing themes characterised this dynamic field of inquiry.</p> <hd id="AN0181057368-33">Prevailing Research Themes</hd> <p>This study's in‐depth look at TE and TA in HEIs shows a changing and growing set of research themes shaped by what we learned from Figure 7, Tables 4 and 5.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0007.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0007.jpg" title="7 Research themes (based on bibliographic coupling analysis of 100 documents)." /> </p> <p></p> <p>4 TABLE Top 10 publications sorted by number of citations.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">No.</th><th align="center">Document</th><th align="center">Theme</th><th align="center">Cited by</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">Lasky (<xref ref-type="bibr" rid="bibr29">2005</xref>)</td><td align="center">1</td><td align="center">705</td></tr><tr><td align="left">2</td><td align="center">Skaalvik and Skaalvik (<xref ref-type="bibr" rid="bibr37">2014</xref>)</td><td align="center">2</td><td align="center">342</td></tr><tr><td align="left">3</td><td align="center">Thoonen et al. (<xref ref-type="bibr" rid="bibr43">2011</xref>)</td><td align="center">3</td><td align="center">303</td></tr><tr><td align="left">4</td><td align="center">Day, Elliot, and Kington (<xref ref-type="bibr" rid="bibr10">2005</xref>)</td><td align="center">1</td><td align="center">289</td></tr><tr><td align="left">5</td><td align="center">Salanova, Llorens, and Schaufeli (<xref ref-type="bibr" rid="bibr35">2011</xref>)</td><td align="center">2</td><td align="center">264</td></tr><tr><td align="left">6</td><td align="center">Chen and Tseng (<xref ref-type="bibr" rid="bibr6">2012</xref>)</td><td align="center">2</td><td align="center">210</td></tr><tr><td align="left">7</td><td align="center">Benn et al. (<xref ref-type="bibr" rid="bibr4">2012</xref>)</td><td align="center">8</td><td align="center">207</td></tr><tr><td align="left">8</td><td align="center">Day and Leitch (<xref ref-type="bibr" rid="bibr12">2001</xref>)</td><td align="center">6</td><td align="center">185</td></tr><tr><td align="left">9</td><td align="center">Feldman et al. (<xref ref-type="bibr" rid="bibr16">2010</xref>)</td><td align="center">7</td><td align="center">177</td></tr><tr><td align="left">10</td><td align="center">Rodriguez (<xref ref-type="bibr" rid="bibr33">1998</xref>)</td><td align="center">1</td><td align="center">166</td></tr></tbody></table> </ephtml> </p> <p>5 TABLE Top 10 keywords, sorted by frequency and published year.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">No.</th><th align="center">Emerging keyword</th><th align="center">Average year</th><th align="center">Frequency</th></tr></thead><tbody valign="top"><tr><td align="left">1</td><td align="center">Language Teacher Emotion</td><td align="center">2022.00</td><td align="center">2</td></tr><tr><td align="left">2</td><td align="center">Covid‐19</td><td align="center">2021.60</td><td align="center">5</td></tr><tr><td align="left">3</td><td align="center">Online Teaching</td><td align="center">2021.50</td><td align="center">2</td></tr><tr><td align="left">4</td><td align="center">Social Cognitive Career Theory</td><td align="center">2021.50</td><td align="center">2</td></tr><tr><td align="left">5</td><td align="center">Education For Sustainable Development</td><td align="center">2021.00</td><td align="center">2</td></tr><tr><td align="left">6</td><td align="center">Qatar</td><td align="center">2021.00</td><td align="center">2</td></tr><tr><td align="left">7</td><td align="center">Teaching Support</td><td align="center">2021.00</td><td align="center">2</td></tr><tr><td align="left">8</td><td align="center">Emotion Labour</td><td align="center">2020.67</td><td align="center">3</td></tr><tr><td align="left">9</td><td align="center">Innovative Teaching</td><td align="center">2020.50</td><td align="center">2</td></tr><tr><td align="left">10</td><td align="center">Mediated Effects</td><td align="center">2020.50</td><td align="center">2</td></tr></tbody></table> </ephtml> </p> <p>Figure 7 shows eight key research themes identified, each representing a distinct aspect of the field.</p> <hd id="AN0181057368-35">Research Theme #1—Teacher Identity and Emotional Context</hd> <p>This theme explores the connections between educators' identities, emotional experiences and their sociocultural environment (e.g. Rodriguez [<reflink idref="bib33" id="ref31">33</reflink>]; Lasky [<reflink idref="bib29" id="ref32">29</reflink>]; Day, Elliot, and Kington [<reflink idref="bib10" id="ref33">10</reflink>]). Rodriguez ([<reflink idref="bib33" id="ref34">33</reflink>]) highlights socio‐transformative constructivism in fostering inclusive, supportive teaching practices. Lasky ([<reflink idref="bib29" id="ref35">29</reflink>]) examined the impact of secondary school reforms on teacher identity and emotions, revealing educators' vulnerabilities and risks. Similarly, Day, Elliot, and Kington ([<reflink idref="bib10" id="ref36">10</reflink>]) conduct a longitudinal study on the evolution of teacher identity, emphasising the emotional challenges of sustaining commitment and motivation during educational reforms.</p> <hd id="AN0181057368-36">Research Theme #2—Psychological Determinants in Teaching</hd> <p>This theme explores key psychological factors such as self‐efficacy and motivation and their influence on educators' emotional well‐being and job satisfaction. For example, Skaalvik and Skaalvik ([<reflink idref="bib37" id="ref37">37</reflink>]) investigated the relationship between teacher self‐efficacy, autonomy and emotional exhaustion, finding that higher self‐efficacy and autonomy correlate with reduced emotional exhaustion and increased job satisfaction. Whereas Klassen and Chiu ([<reflink idref="bib25" id="ref38">25</reflink>]) examine the effects of teaching self‐efficacy and job satisfaction on teachers' work stress.</p> <hd id="AN0181057368-37">Research Theme #3—Attitudinal and Organisational Dynamics</hd> <p>This theme investigates the teachers' attitude impact and organisational structure role in professional development and educational practices. For example, Thoonen et al. ([<reflink idref="bib43" id="ref39">43</reflink>]) assess the impact of teacher motivation, organisational factors and leadership practices on teaching practices, emphasising the importance of leadership and organisational support in fostering positive emotional experiences; and Fullan ([<reflink idref="bib19" id="ref40">19</reflink>]) discusses the role of change knowledge in organisational improvement.</p> <hd id="AN0181057368-38">Research Theme #4—Classroom Dynamics and Student Engagement</hd> <p>This theme examines how teachers' behaviours and classroom environments impact student engagement and learning outcomes (e.g. Fredricks, Blumenfeld, and Paris [<reflink idref="bib17" id="ref41">17</reflink>]; Cents‐Boonstra et al. [<reflink idref="bib5" id="ref42">5</reflink>]). Fredricks, Blumenfeld, and Paris ([<reflink idref="bib17" id="ref43">17</reflink>]) provide a comprehensive review, categorising engagement into these three dimensions and highlighting strategies like challenging tasks, positive teacher–student relationships and a supportive classroom climate to enhance engagement. While Cents‐Boonstra et al. ([<reflink idref="bib5" id="ref44">5</reflink>]) emphasise motivating teaching behaviours and the need for clear, consistent guidelines in educational frameworks to support engagement.</p> <hd id="AN0181057368-39">Research Theme #5—Teacher Well‐Being and Professional Evolution</hd> <p>This theme encompasses studies on teacher job satisfaction, emotional challenges and the factors contributing to teachers' professional growth. For example, Benn et al. ([<reflink idref="bib4" id="ref45">4</reflink>]) evaluate the impact of mindfulness training on stress and well‐being among educators of children with special needs; Kyriacou ([<reflink idref="bib28" id="ref46">28</reflink>]) review teacher stress and burnout, and Day and Gu ([<reflink idref="bib11" id="ref47">11</reflink>]) explore the teachers' emotional resilience.</p> <hd id="AN0181057368-40">Research Theme #6—Emotional and Efficacy Influences in Teaching</hd> <p>This theme examines the interplay between teachers' self‐efficacy, emotional experiences and the resultant behaviours in classroom settings. For example, Day and Leitch ([<reflink idref="bib12" id="ref48">12</reflink>]) explore the emotional lives of teachers and teacher educators using reflective diaries and interviews; Sutton and Wheatley ([<reflink idref="bib39" id="ref49">39</reflink>]) review teachers' emotions and teaching; and Jennings and Greenberg ([<reflink idref="bib21" id="ref50">21</reflink>]) examine the prosocial classroom and teacher social and emotional competence.</p> <hd id="AN0181057368-41">Research Theme #7—Motivation and Identity in Educational Contexts</hd> <p>This theme explores how educational policies and the broader teaching environment shape and influence teachers' motivation and professional identity. For example, Feldman et al. ([<reflink idref="bib16" id="ref51">16</reflink>]) assess the effectiveness of mentoring programmes for faculty, highlighting the emotional benefits of mentoring on self‐efficacy, job satisfaction and professional identity; Ryan and Deci ([<reflink idref="bib34" id="ref52">34</reflink>]) identify intrinsic and extrinsic motivations and Day et al. ([<reflink idref="bib13" id="ref53">13</reflink>]) examine teachers' identities and effectiveness.</p> <hd id="AN0181057368-42">Research Theme #8—Math Teaching Efficacy and Educator Preparation</hd> <p>This theme explores the relationship between mathematics‐related anxiety, teaching efficacy and preservice teachers' preparation for math education challenges. For example, Tassell et al. ([<reflink idref="bib42" id="ref54">42</reflink>]) determine how mindfulness, mathematics anxiety, self‐efficacy and mindset are interconnected within preservice elementary teachers; Bandura ([<reflink idref="bib2" id="ref55">2</reflink>]) discusses self‐efficacy and Beilock ([<reflink idref="bib3" id="ref56">3</reflink>]) examine math anxiety among elementary school teachers and its effects on students.</p> <p>These studies illustrate the depth and breadth of research within each theme, providing readers with a clearer understanding of the connections between the studies and the themes identified in Figure 7.</p> <p>A content analysis of these documents has been undertaken to explore common and overarching themes investigated by diverse authors across different decades as follows.</p> <hd id="AN0181057368-43">Common Themes</hd> <p>The research studies encompass diverse educational settings, including Norway (Skaalvik and Skaalvik [<reflink idref="bib37" id="ref57">37</reflink>]), the Netherlands (Thoonen et al. [<reflink idref="bib43" id="ref58">43</reflink>]), England and Australia (Day, Elliot, and Kington [<reflink idref="bib10" id="ref59">10</reflink>]) and the United States (Benn et al. [<reflink idref="bib4" id="ref60">4</reflink>]; Feldman et al. [<reflink idref="bib16" id="ref61">16</reflink>]), reflecting diverse settings. Despite these variations, several of them converge on common topics related to emotional well‐being (Benn et al. [<reflink idref="bib4" id="ref62">4</reflink>]; Day, Elliot, and Kington [<reflink idref="bib10" id="ref63">10</reflink>]; Day and Leitch [<reflink idref="bib12" id="ref64">12</reflink>]; Salanova, Llorens, and Schaufeli [<reflink idref="bib35" id="ref65">35</reflink>]) and teacher identity and agency (Lasky [<reflink idref="bib29" id="ref66">29</reflink>]; Feldman et al. [<reflink idref="bib16" id="ref67">16</reflink>]; Skaalvik and Skaalvik [<reflink idref="bib37" id="ref68">37</reflink>]).</p> <p>Salanova, Llorens, and Schaufeli ([<reflink idref="bib35" id="ref69">35</reflink>]) examine how efficacy beliefs impact positive affect and teacher engagement over time. Benn et al. ([<reflink idref="bib4" id="ref70">4</reflink>]) also reflect this research focus, which draws attention to reducing stress and enhancing the well‐being of parents and educators of children with special needs. Meanwhile, Day, Elliot, and Kington ([<reflink idref="bib10" id="ref71">10</reflink>]) and Day and Leitch ([<reflink idref="bib12" id="ref72">12</reflink>]) explore the connection between teacher commitment and various aspects, including emotions and work performance.</p> <p>For authors focusing on TA, the research typically centres on the interplay among TA, identity and context (Lasky [<reflink idref="bib29" id="ref73">29</reflink>]) and teacher self‐efficacy, autonomy and outcomes (Feldman et al. [<reflink idref="bib16" id="ref74">16</reflink>]; Skaalvik and Skaalvik [<reflink idref="bib37" id="ref75">37</reflink>]).</p> <hd id="AN0181057368-44">Overarching Themes</hd> <p>While their specific research focuses vary, these articles underscore the interconnected nature of teacher identity, agency, commitment and emotions, influenced holistically by factors such as leadership, organisational conditions and external reforms. Another notable observation from these articles is that many emphasise a one‐way relationship, often exploring the impact of a construct on TE or well‐being. In contrast, the reciprocal relationship still needs to be explored.</p> <p>In addition to the interconnections observed among the various constructs, these articles share overarching themes that revolve around the complexity of the teaching profession, professional development and personal and sociocultural contexts. The studies underscore the multifaceted nature of the teaching profession, acknowledging the challenges and complexities teachers face in their roles. Consequently, professional learning emerges as a crucial element for teacher growth and effectiveness. Equally important, personal beliefs, societal changes and political contexts are evident in shaping teacher identity, commitment and agency. These themes collectively provide a nuanced understanding of the factors influencing teachers' professional experiences, development and the broader context in which they operate.</p> <p>Table 4 lists the top 10 most cited documents, primarily within Themes 1, 2, 3, 6, 7 and 8, with Themes 1 and 2 being the most prominent. These themes revolve around various constructs: identity, emotion, context, efficacy, motivation and well‐being.</p> <p>The analysis, grounded in the data from Figure 7 and Table 4, reveals a multifaceted and dynamically evolving field of educational research. The emphasis on emotional well‐being, innovative online teaching methodologies, theoretical frameworks, global educational goals and regional insights underscores a holistic and proactive approach to academic challenges. These themes reflect educators' current complexities and demonstrate the educational research community's dedication to exploring and sincerely addressing these challenges.</p> <hd id="AN0181057368-45">Emerging Research Trends and Keywords</hd> <p>Figure 8 and Table 5 show key emerging trends and keywords, signalling shifts in academic focus and research directions. This analysis is based on 151 author keywords, each occurring at least twice, and includes both traditional and emerging keywords.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01dec24/ejed12768-fig-0008.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12768-fig-0008.jpg" title="8 Topics (based on co‐word analysis of 151 author keywords, each with two occurrences)." /> </p> <p></p> <hd id="AN0181057368-47">Emotional Dynamics and Pandemic‐Induced Changes</hd> <p>There is a growing interest in 'Language Teacher Emotion' and the effects of 'COVID‐19' on education. This trend suggests a heightened focus on the emotional aspects of language teaching and the pandemic's impact on education. The high frequency of 'COVID‐19' in recent literature reflects the profound impact of the pandemic, with keywords like 'Emotion Labour' further highlighting educators' emotional costs and coping mechanisms during these historic times.</p> <hd id="AN0181057368-48">The Rise of Online Teaching and Pedagogical Innovation</hd> <p>The prominence of 'Online Teaching' and 'Innovative Teaching' underscores the rapid shift towards digital pedagogies necessitated by the pandemic. This transition has sparked innovative teaching approaches, with studies likely exploring the adaptation processes, efficacy and impact on teachers and students. The high occurrence of 'Online Teaching' emphasises the urgent need for effective virtual pedagogies.</p> <hd id="AN0181057368-49">Theoretical and Global Educational Perspectives</hd> <p>The inclusion of 'Social Cognitive Career Theory' suggests a growing academic interest in exploring motivational and career‐oriented aspects of teaching within the evolving educational landscape. Additionally, 'Education for Sustainable Development' highlights a shift towards integrating global sustainability goals in educational curricula, showcasing the field's expanding thematic breadth.</p> <hd id="AN0181057368-50">Regional Focus and Expanding Educational Horizons</hd> <p>Region‐specific research, particularly focusing on Qatar, emphasises the diversifying scope of educational studies. Such regional insights offer unique perspectives and contribute to understanding academic challenges and innovations across geographical contexts.</p> <p>Table 5 and Figure 8 depict the current educational research trajectory within a dynamic and responsive academic field. The emergence of specific themes, highlighted by the frequency of keywords such as 'Language Teacher Emotion', 'COVID‐19' and 'Online Teaching' signals a significant shift towards addressing contemporary challenges and dynamics in education. The prominence of these themes underscores the field's evolving nature and its responsiveness to global events and innovations.</p> <hd id="AN0181057368-51">Discussion</hd> <p></p> <hd id="AN0181057368-52">Contribution to the Existing Literature</hd> <p>This discussion addresses and traces the rise and fall of scholarly output, particularly noting a significant downturn post‐2016, which corresponds with global upheavals such as the COVID‐19 pandemic. This section unpacks the intricate publication scope's evolution. It highlights the global interconnectedness of research contributions, offering a refined understanding of how academic discourse in this field has developed and where it stands today. This examination provides a compass for future explorations into the enduring and emerging themes within this vital research area.</p> <hd id="AN0181057368-53">Publication Trends and Scopes</hd> <p>The bibliometric analysis within this study offers an insightful narrative of the publication trends regarding TE and TA in HEIs from 1975 through 2022. The field's trajectory reveals significant expansion and variability, with a developing period from 1975 to 1995 and a substantial increase in scholarly output up to 2016, signalling a heightened academic interest in the emotional and agentic facets of teaching in higher education.</p> <p>Yet, post‐2016, the research landscape underwent an unexpected downturn, with 2020 marking a pronounced trough in publication numbers. This steep decline surpasses the gentle ebbs noted by previous reviews such as Dilekçi and Manap ([<reflink idref="bib15" id="ref76">15</reflink>]) and Tao, Xu, and Gao ([<reflink idref="bib41" id="ref77">41</reflink>]), indicating a more profound fluctuation than previously recognised. Dilekçi and Manap ([<reflink idref="bib15" id="ref78">15</reflink>]) showed a decrease using Web of Science data, and Tao, Xu, and Gao ([<reflink idref="bib41" id="ref79">41</reflink>]) used a smaller dataset. This study's use of Scopus data gives a more complete and possibly more accurate picture of the research activity, showing a big difference in the speed of publication.</p> <p>This decline period, particularly between 2019 and 2020, invites critical reflection. It coincides with global educational and societal disruptions, notably the COVID‐19 pandemic's onset, contributing to a shift in academic priorities and research's available resources. However, the subsequent revival in 2021 and 2022 highlights the field's resilience and the persisting imperative to understand the complex interplay of emotions and agency within educational environments.</p> <p>Furthermore, prior literature surveys, including Chen ([<reflink idref="bib7" id="ref80">7</reflink>]), Fried, Mansfield, and Dobozy ([<reflink idref="bib18" id="ref81">18</reflink>]) needed to explore the publication's scope extensively. In contrast, this study provides a more granular view, delineating the primary sources that shape the current discourse. This distinction enriches the field's understanding of historical and contemporary context and is a foundational compass for emerging scholars in navigating the evolving academic terrain.</p> <p>In summary, this study's findings critically augment our comprehension of publication trends in TE and TA, offering a more critical perspective than previous reviews. Research output significantly dropped during global unrest. This shows the importance of scholars working hard in this area so that the discussion stays up‐to‐date and relevant to current challenges and changes.</p> <hd id="AN0181057368-54">Contribution and Collaboration Patterns</hd> <p>The study explores global collaboration patterns in researching TE and TA within HEIs. Dominant contributions from the United States and Australia are evident, reinforcing their influential roles. Notably, China's emerging presence signals a shift in geographical research focus, aligning with a broader trend of global inclusivity. Contributions from countries like Spain, Turkey and Germany add cultural diversity to the research network.</p> <p>This discovery is consistent with the observations of Dilekçi and Manap ([<reflink idref="bib15" id="ref82">15</reflink>]) and Tao, Xu, and Gao ([<reflink idref="bib41" id="ref83">41</reflink>]), highlighting the United States as a significant contributor. While the rankings of other countries like Australia, China and Germany may vary across these reviews, they are consistently regarded as substantial contributors to the field. This study identifies additional countries, such as Spain and Turkey, as potential key players. Likewise, the prolific author list varies across the reviews, indicating that different studies may pinpoint significant authors who have contributed to TE or its intersection with other constructs (e.g. TA). This study adds to the established literature by providing an additional summary of the primary contributors. This, in turn, grants researchers and scholars a comprehension of the diverse perspectives influencing the TE's discussion and interconnected constructs in HEIs. Such insight serves as valuable information for researchers seeking references about these constructs' intricate intersections and potential collaborations based on countries' strengths in the field.</p> <hd id="AN0181057368-55">Prevailing and Emerging Themes</hd> <p>The progression from foundational to more complex and interdisciplinary themes signifies an academic landscape's essential shift. Initially, the research centred on TE's and TA's fundamental aspects. Researchers have documented a significant deepening of thematic diversity in the field. Compared with the existing literature, this finding reveals both alignments and divergences. Historically, research in this area often took a more segmented approach, focusing on either emotional or agentic aspects in isolation. However, the recent trend towards integrating these dimensions reflects a growing recognition of their interconnectedness and combined impact on educational outcomes. This shift aligns with contemporary research that advocates for a more holistic understanding of teacher experiences within HEIs (e.g. Leithwood and Beatty [<reflink idref="bib30" id="ref84">30</reflink>]; Sutton and Wheatley [<reflink idref="bib39" id="ref85">39</reflink>]).</p> <p>Significant themes like 'Language Teacher Emotion' and the impacts of 'COVID‐19' reflect a responsiveness to contemporary issues, notably the ongoing pandemic, and a growing focus on the teachers' mental well‐being in specific subject areas, such as language instruction. This discovery indicates a necessity to explore the emotional experiences of a particular academic community, which historically received less attention. Furthermore, the emphasis on the effects of COVID‐19 highlights the urgent exploration of emotional and agentic challenges associated with the swift transition to online and remote learning.</p> <p>In conclusion, the bibliometric analysis presented herein has illuminated a rich and dynamic evolution of research on TE and TA within HEIs over the past five decades. The significant scholarly output until 2016, followed by an unforeseen downturn, underscores a field at the mercy of global events yet resilient in its recovery and growth. The intricate web of global collaboration patterns, with notable contributions from the United States, Australia and China, reveals the expanding international engagement in this domain. As we move forward, this comprehensive review of publication trends and scopes is a pivotal reference for the academic community, charting a course for future investigations that will continue to enrich our understanding of this ever‐relevant field.</p> <hd id="AN0181057368-56">Implications for Future Research on Teacher Emotions and Agency</hd> <p></p> <hd id="AN0181057368-57">The Interconnected Nature</hd> <p>The primary and new themes in TE and TA in HEIs show how these ideas are linked in many fields and situations. This makes it even more critical for future research to take an integrated approach. In other words, future research endeavours should explore the reciprocal relationships between TE and TA. An integrated framework could unravel the complex interplay between these constructs, shedding light on how emotional experiences influence TA and vice versa. Additionally, such an approach could lead to targeted interventions and support systems recognising the holistic nature of teacher well‐being and professional development.</p> <hd id="AN0181057368-58">The Situated Adaptation</hd> <p>Moreover, the emerging themes, mainly focusing on language TE and the impacts of COVID‐19, indicate a pressing need for future research to identify teachers' emotional and agentic adaptation to situated contexts. Understanding how teachers navigate specific challenges, such as those posed by online and remote learning or the unique emotional dynamics of language teaching, is crucial. Future studies should explore the strategies employed by teachers to adapt emotionally and agentially to diverse educational settings. The findings can provide insight into professional development programmes and policy initiatives. Specifically, by addressing the varied context experiences, researchers can contribute to developing targeted support mechanisms, and enhancing TE and TA in the evolving education landscape.</p> <p>The study aims to conduct a bibliometric analysis focusing on bibliographic details and trends in the literature, providing a comprehensive overview of existing research in the field, identifying key works and tracking the research development over time. This literature synthesis can be a valuable guide for educators, policymakers and researchers. By understanding the historical trajectory and current research landscape, educators, policymakers and researchers can have a better grasp of the research gaps, serving as critical signposts for future research directions, highlighting areas needing further investigation or potential areas for advancing knowledge and addressing real‐world challenges in TE and TA within HEIs.</p> <hd id="AN0181057368-59">Limitations of the Present Review</hd> <p>Despite its comprehensive examination of publication trends' and scopes' evolution, collaboration patterns and research themes in TE and TA within HEIs, this study has limitations. Firstly, different databases may yield varying results, so the reliance on Scopus data for bibliometric analysis may only encompass some relevant publications in the field. This shortcoming is expected to be addressed when this review is used with the previous ones in the field. Moreover, while the study identifies emerging themes, it does not deeply explore these themes' content, leaving room for future research to explore their nuances.</p> <hd id="AN0181057368-60">Conclusion</hd> <p>This study contributes to the existing literature in several key areas. Firstly, analysing publication trends and scopes provide a comprehensive overview of the historical evolution of research on TE and TA within HEIs from 1975 to the present. Notably, examining publication scopes distinguishes this review by offering insight into key sources and supporting researchers and scholars in their literature searches. Second, the study explores global contribution and collaboration patterns, confirming dominant contributions from the United States and Australia while highlighting the emerging presence of China and adding cultural diversity through the contributions of other countries. This aligns with previous observations and identifies additional key players and prolific authors, enhancing diverse perspectives' understanding of TE and TA in HEIs. Third, the study tracks prevailing and emerging themes, revealing a shift from foundational to more complex and interdisciplinary topics. Noteworthy themes such as 'Language Teacher Emotion' and the impacts of 'COVID‐19' reflect a responsiveness to contemporary issues, underscoring the exploration need for the emotional experiences of specific academic communities and addressing challenges associated with the social changes.</p> <p>Regarding future research's implications, the study emphasises the TE's and TA's interconnected nature, advocating for an integrative approach to understanding their reciprocal relationships. Additionally, the study highlights the importance of investigating teachers' emotional and agentic adaptation to situated contexts, particularly emotional and agentic challenges posed in varying and changing contexts.</p> <p>In conclusion, this study provides an insightful and comprehensive analysis of the evolving research landscape in TE and TA within HEIs. By highlighting the historical progression, global collaboration patterns and emerging trends, it critically contributes to the existing knowledge body. The study underscores the necessity of adapting to changing educational paradigms and embracing interdisciplinary approaches. It advocates for continued exploration of emerging themes and diverse collaborations, setting the stage for future academic inquiries. The study insights enrich the scholarly dialogue, paving the way for future research endeavours and ensuring this vital field's continued growth and relevance in educational research.</p> <hd id="AN0181057368-61">Ethics Statement</hd> <p>The authors have nothing to report.</p> <hd id="AN0181057368-62">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0181057368-63">Data Availability Statement</hd> <p>The data that support the findings of this study are available from the corresponding author upon reasonable request.</p> <ref id="AN0181057368-64"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref11" type="bt">1</bibl> <bibtext> Funding: The authors received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0181057368-65"> <title> References </title> <blist> <bibtext> Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. 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Scientometrics 123 : 321 – 335. https://doi.org/10.1007/s11192‐020‐03387‐8.</bibtext> </blist> </ref> <aug> <p>By Tuyet Thi Tran; Thi Chi Nguyen and Dinh‐Hai Luong</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib23" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib40" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib39" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib45" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib14" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib20" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib15" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib30" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib24" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib18" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib41" firstref="ref18"></nolink> <nolink nlid="nl12" bibid="bib22" firstref="ref19"></nolink> <nolink nlid="nl13" bibid="bib26" firstref="ref21"></nolink> <nolink nlid="nl14" bibid="bib32" firstref="ref22"></nolink> <nolink nlid="nl15" bibid="bib38" firstref="ref23"></nolink> <nolink nlid="nl16" bibid="bib44" firstref="ref24"></nolink> <nolink nlid="nl17" bibid="bib31" firstref="ref25"></nolink> <nolink nlid="nl18" bibid="bib46" firstref="ref26"></nolink> <nolink nlid="nl19" bibid="bib27" firstref="ref27"></nolink> <nolink nlid="nl20" bibid="bib25" firstref="ref30"></nolink> <nolink nlid="nl21" bibid="bib33" firstref="ref31"></nolink> <nolink nlid="nl22" bibid="bib29" firstref="ref32"></nolink> <nolink nlid="nl23" bibid="bib10" firstref="ref33"></nolink> <nolink nlid="nl24" bibid="bib37" firstref="ref37"></nolink> <nolink nlid="nl25" bibid="bib43" firstref="ref39"></nolink> <nolink nlid="nl26" bibid="bib19" firstref="ref40"></nolink> <nolink nlid="nl27" bibid="bib17" firstref="ref41"></nolink> <nolink nlid="nl28" bibid="bib28" firstref="ref46"></nolink> <nolink nlid="nl29" bibid="bib11" firstref="ref47"></nolink> <nolink nlid="nl30" bibid="bib12" firstref="ref48"></nolink> <nolink nlid="nl31" bibid="bib21" firstref="ref50"></nolink> <nolink nlid="nl32" bibid="bib16" firstref="ref51"></nolink> <nolink nlid="nl33" bibid="bib34" firstref="ref52"></nolink> <nolink nlid="nl34" bibid="bib13" firstref="ref53"></nolink> <nolink nlid="nl35" bibid="bib42" firstref="ref54"></nolink> <nolink nlid="nl36" bibid="bib35" firstref="ref65"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Global Perspectives on Teacher Emotions and Agency in Higher Education: A Content and Bibliometric Analyses over the Past Five Decades
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tuyet+Thi+Tran%22">Tuyet Thi Tran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1221-6015">0000-0002-1221-6015</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thi+Chi+Nguyen%22">Thi Chi Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5738-4410">0000-0001-5738-4410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dinh-Hai+Luong%22">Dinh-Hai Luong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0167-2645">0000-0003-0167-2645</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2024 59(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Perspective%22">Time Perspective</searchLink><br /><searchLink fieldCode="DE" term="%22International+Cooperation%22">International Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Regional+Characteristics%22">Regional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/ejed.12768
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study dives deep into the evolution of research on teacher emotions (TE), teacher agency (TA) and their role within higher education institutions (HEIs) from 1975 to the present. Combining a meticulous bibliometric and content analysis, the paper has painted a detailed picture of how the academic conversation has developed over nearly half a century. The approach did not just count publications but looked at how they connected globally. The study reveals a rich tapestry of international collaborations, with the United States, Australia and China standing out as key players, showcasing the global interest in this field and its interconnected insights. Another fascinating finding is the uncovering of the multifaceted dimensions of research on TE and TA and the significance of regional and global perspectives in shaping the holistic landscape of the field. The emergent themes, such as 'Language Teacher Emotion' and the significant impact of 'COVID-19' on educational dynamics, are even more intriguing. These themes strongly indicate the field's evolution and responsiveness to the emerging challenges in the contemporary academic landscape.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1450407
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1450407
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/ejed.12768
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Educational History
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Discourse Communities
        Type: general
      – SubjectFull: Time Perspective
        Type: general
      – SubjectFull: International Cooperation
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      – SubjectFull: Regional Characteristics
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Global Perspectives on Teacher Emotions and Agency in Higher Education: A Content and Bibliometric Analyses over the Past Five Decades
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            NameFull: Tuyet Thi Tran
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            NameFull: Thi Chi Nguyen
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            NameFull: Dinh-Hai Luong
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          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0141-8211
            – Type: issn-electronic
              Value: 1465-3435
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            – TitleFull: European Journal of Education
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