A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape
This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 articles selected from SCOPUS are anal...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-12-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/14/12/1179 |
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| Summary: | This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 articles selected from SCOPUS are analysed using a descriptive quantitative approach. The analysis shows that quantitative research methods and empirical research are predominant in this field. Significant increases have been identified in qualitative and mixed-method research approaches in recent years, presaging a more balanced knowledge base in the near future. However, there has been little change in the scarcity of other research types. Meanwhile, the fragmented conceptualization of well-being, as well as its corresponding measurement, remains an outstanding issue. Overall, this review lays the groundwork for an understanding of the current trajectory of well-being research, especially with respect to ECE teachers, from a developmental perspective. |
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| ISSN: | 2076-328X |