MAPPING FACULTY WELL-BEING RESEARCH IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS (2015–2024)
Keywords:
University teacher well-being, Faculty well-being, Higher education, Bibliometric analysisAbstract
This study conducts a bibliometric and visualized analysis of international research on university teacher well-being from 2015 to 2024. Based on 182 valid articles retrieved from the WoSCC, CiteSpace was employed to examine annual publication trends, keyword co-occurrence, keyword bursts, thematic clusters, co-cited references, and collaboration networks among countries, institutions, and authors. The results show that university teacher well-being research has grown rapidly after 2020. Major hotspots include job satisfaction, burnout, mental health, stress, performance, life satisfaction, and occupational stress. The field has shifted from early concerns with stress, satisfaction, staff conditions, and performance toward recent interests in subjective well-being, happiness, adaptation, work engagement, and model construction. Co-cited reference and collaboration analyses suggest a growing but still fragmented research field.References
[1] Diener E. Subjective well-being. Psychological Bulletin, 1984, 95(3): 542.
[2] Dodge R, Daly A P, Huyton J, et al. The challenge of defining wellbeing. International Journal of Wellbeing, 2012, 2(3).
[3] Ryff C D. Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 1989, 57(6): 1069.
[4] Acton R, Glasgow P. Teacher Wellbeing in Neoliberal Contexts: A Review of the Literature. Australian Journal of Teacher Education, 2015, 40(40).
[5] Dreer B. On the outcomes of teacher wellbeing: A systematic review of research. Frontiers in Psychology, 2023, 14.
[6] Hascher T, Waber J. Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 2021, 34: 100411.
[7] Bakker A B, Demerouti E. The Job Demands‐Resources model: State of the art. Journal of Managerial Psychology, 2007, 22(3): 309-328.
[8] Morrish L. Pressure Vessels: The epidemic of poor mental health among higher education staff (Technical Report 20). Higher Education Policy Institute, 2019.
[9] Wray S, Kinman G. Supporting staff wellbeing in higher education. Education Support, 2021.
[10] Collie R J, Shapka J D, Perry N E, et al. Teacher Well-Being: Exploring Its Components and a Practice-Oriented Scale. Journal of Psychoeducational Assessment, 2015, 33(8): 744-756.
[11] Mäkiniemi J P, Oksanen A, Mäkikangas A. Loneliness and Well-Being during the COVID-19 Pandemic: The Moderating Roles of Personal, Social and Organizational Resources on Perceived Stress and Exhaustion among Finnish University Employees. International Journal of Environmental Research and Public Health, 2021, 18(13): 13.
[12] Donthu N, Kumar S, Mukherjee D, et al. How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 2021, 133: 285-296.
[13] Chen C. The CiteSpace manual, College of Computing and Informatics, 2014, 1: 1-84.
[14] Brooks S K, Webster R K, Smith L E, et al. The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 2020, 395(10227): 912-920.
[15] Daumiller M, Rinas R, Hein J, et al. Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 2021, 118: 106677.
[16] Greenier V, Derakhshan A, Fathi J. Emotion regulation and psychological well-being in teacher work engagement: A case of british and iranian English language teachers. System, 2021, 97: 102446.
[17] Han J, Yin H, Wang J, et al. Challenge job demands and job resources to university teacher well-being: The mediation of teacher efficacy. Studies in Higher Education, 2020, 45(8): 1771-1785.
[18] Kinman G, Johnson S. Special section on well-being in academic employees. International Journal of Stress Management, 2019, 26(2): 159-161.
[19] MacIntyre P D, Gregersen T, Mercer S. Language teachers’ coping strategies during the covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 2020, 94: 102352.
[20] Mudrak J, Zabrodska K, Kveton P, et al. Occupational well-being among university faculty: A job demands-resources model. Res High Educ, 2018.
[21] Panagioti M, Panagopoulou E, Bower P, et al. Controlled interventions to reduce burnout in physicians: A systematic review and meta-analysis. JAMA Internal Medicine, 2017, 177(2): 195.
[22] Bakker A B, Demerouti E. Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 2017, 22(3): 273-285.
[23] Haskins J, Carson J G, Chang C H, et al. The suicide prevention, depression awareness, and clinical engagement program for faculty and residents at the university of california, davis health system. Academic Psychiatry, 2016, 40(1): 23-29.