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Research Trends in Teacher Agency: A Bibliometric Analysis from 1995 to 2023

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Bibliographic Details
Title: Research Trends in Teacher Agency: A Bibliometric Analysis from 1995 to 2023
Language: English
Authors: Yumei Fan (ORCID 0000-0002-5674-9366), Jiayou Zhu (ORCID 0009-0000-0752-5094)
Source: SAGE Open. 2025 15(3).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Professional Autonomy, Teachers, Educational Research, Educational Trends, Foreign Countries, Bibliometrics
Geographic Terms: United States, Australia, China, United Kingdom (England), Finland, United Kingdom (Scotland), Canada, New Zealand, Netherlands, South Africa
DOI: 10.1177/21582440251363695
ISSN: 2158-2440
Abstract: This study adopts bibliometric analysis to examine the development of teacher agency studies from 1995 to 2023. A total of 346 publications were retrieved from the Social Science Citation Index and Arts & Humanities Citation Index and analyzed using VOSviewer software. The results indicate that research on teacher agency has undergone three distinct periods and continues to show an upward trend. Key scholars and highly cited publications are identified, along with the most prolific areas of research. The analysis categorizes the topics on teacher agency research into an emergent framework consisting of individual, micro-, meso-, exo-, and macro-level dimensions. Additionally, the temporal analysis reveals that increasingly varied contexts have enriched the discourse on teacher agency, with topics being influenced by broader social contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486948
Database: ERIC
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Abstract:This study adopts bibliometric analysis to examine the development of teacher agency studies from 1995 to 2023. A total of 346 publications were retrieved from the Social Science Citation Index and Arts & Humanities Citation Index and analyzed using VOSviewer software. The results indicate that research on teacher agency has undergone three distinct periods and continues to show an upward trend. Key scholars and highly cited publications are identified, along with the most prolific areas of research. The analysis categorizes the topics on teacher agency research into an emergent framework consisting of individual, micro-, meso-, exo-, and macro-level dimensions. Additionally, the temporal analysis reveals that increasingly varied contexts have enriched the discourse on teacher agency, with topics being influenced by broader social contexts.
ISSN:2158-2440
DOI:10.1177/21582440251363695