This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques. Copyright © 2022 by the authors.
|Journal||International Journal of Environmental Research and Public Health|
|Early online date||28 Sept 2022|
|Publication status||Published - 01 Oct 2022|
CitationYu, D., Chen, J., Li, X., & Yan, Z. (2022). Trajectory of teacher well-being research between 1973 and 2021: Review evidence from 49 years in Asia. International Journal of Environmental Research and Public Health, 19(19). Retrieved from https://doi.org/10.3390/ijerph191912342
- Teacher well-being
- Descriptive quantitative approach
- Developmental trend