Survive and thrive in the time of changes: A bibliometric review of teacher resilience, 1998–2023

Teacher resilience literature has expanded rapidly with a large number of publications and an evolving knowledge base. To capture a synthetic account systematically and effectively, this review provides a bibliometric approach to quantitatively examine the metadata of 692 relevant publications during the 26 years from 1998 to 2023. The finding traces the field’s progression from an initial concern for at-risk children to early conceptual discussions of resilience and, ultimately, more in-depth theoretical, empirical, and experimental investigations of teacher resilience, particularly within specific contexts like language teaching. However, the future trajectory of this domain remains an open question. The bibliometric review also enabled the researchers to anchor future research directions and contemplate the key challenges, such as the need for more international collaborations, concerted efforts to study teacher resilience across varied contexts, and the need to carefully balance productivity and influence when conducting new studies. Overall, this review aims to spark thoughtful discussions among researchers, practitioners, and policymakers regarding teacher resilience, in order to establish a more sustainable and global knowledge base. Copyright © 2024 AERA.