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SYSTEMATIC REVIEW article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1427979
This article is part of the Research Topic Psychological Well-Being and Digitalization in Education View all 17 articles

Systematic Review of Teacher Well-Being Research During COVID-19 Pandemic

Provisionally accepted
MILLICENT AZIKU MILLICENT AZIKU *Ji Liu Ji Liu Baohui Zhang Baohui Zhang
  • Shaanxi Normal University, Xi'an, China

The final, formatted version of the article will be published soon.

    The current systematic review through quantitative method aims to analyze the distribution of teacher well-being research from 2020 to mid-February 2024, focusing on the yearly research distribution of studies, the research methods adopted by scholars and the group of teachers investigated over the period. The PRISMA guidelines were followed and 103 empirical studies were selected for the analysis. The review shows notable rise in research, particularly in 2022 and 2023 representing (37.9%) and (35.9%) respectively. This suggests a growing interest in teacher well-being among educational researchers. The findings also indicate that, researchers mostly adopted quantitative method in the form of survey (79.6%) for studies on teacher well-being. However, there has been an increase in qualitative and mixed method research recently (9.7%) and (10.7%) respectively. The review also identified that focus had been placed on teachers in general (55.3%) than specific group of teachers. The review suggests that, it is advisable to adopt more mixed method research to enhance the understanding of teacher well-being factors at all levels of education. This review contributes to the extensive knowledge on teacher well-being research field.

    Keywords: teacher well-being, Systematic review, COVID-19 pandemic, Research Methodology, yearly distribution

    Received: 05 May 2024; Accepted: 28 Jun 2024.

    Copyright: © 2024 AZIKU, Liu and Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: MILLICENT AZIKU, Shaanxi Normal University, Xi'an, China

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