This study maps the intellectual evolution of educator work engagement research in Indonesia over the past decade (2014-2025) to critique the dominance of managerialistic perspectives. Using a Bibliometric-based Systematic Review approach, 57 reputable empirical journal articles were extracted from the Scopus database. Co-occurrence network analysis and thematic evolution mapping via RStudio and VOSviewer reveal a sharp structural fragmentation between teacher performance stressors and lecturer functional tensions. Qualitative synthesis identifies a three-phase evolutionary shift: from (1) normative operational compliance, (2) system justice prerequisites, toward (3) cross-sectoral innovation and mental well-being creation. Empirically, this study proves the existence of a managerial bias, where 63% of structural studies measure engagement purely for institutional accreditation targets, neglecting organic well-being preservation. This article proposes a Contextualized Engagement Evolution Model and formulates three moderated-mediation propositions for future research, recommending a recalibration of educational governance that not only demands innovative agility but also rehabilitates the psychological safety and spiritual meaning of educators.
The nationwide digitalization of teacher administration through the integration of the Platform Merdeka Mengajar (PMM) and the e-Kinerja performance system has triggered unprecedented psychological pressures and administrative workloads, leading to fluctuations in teacher performance. This study aims to reconstruct an integrative conceptual model of the contributions of school principals' transformational leadership and teacher self-efficacy to teacher performance using a theory-building Systematic Literature Review (SLR) approach. Guided by the PRISMA 2020 protocol, a rigorous literature search was conducted on Scopus, Web of Science, and Sinta 1–3 databases to identify peer-reviewed original articles published between 2016 and 2026. Study quality was appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist by two independent reviewers, achieving a highly reliable inter-rater agreement (κ=0.85). Qualitative-narrative synthesis of 38 selected articles demonstrates that transformational leadership has a consistently robust cumulative macro-effect correlation (r=0.441, p<0.001) on teacher performance. Furthermore, this study proves that self-efficacy does not merely act as a linear independent variable, but simultaneously functions as a cognitive mediator and contextual moderator (mediated-moderation) that dictates the direction and strength of leadership influence on performance. This reconstruction successfully resolves empirical gaps where the direct effect of transformational leadership was occasionally non-significant in micro-samples. This article formulates a novel structural model and four theoretical propositions to guide future primary quantitative research.
Yudhi Hertanto, W. Widodo, M. Lapasau et al.· Jurnal Konseling dan Pendidi...· 0 citations
This study aims to analyze the development of research on employee engagement in the context of hybrid working through bibliometric analysis and a Systematic Literature Review (SLR) approach. The study employed a mixed-methods design by integrating bibliometric analysis using VOSviewer software and literature synthesis based on the PRISMA protocol. Data were collected from Scopus, Web of Science, and Google Scholar databases covering publications from 2019 to 2024. The literature selection process resulted in 87 articles that met the inclusion criteria. The bibliometric findings indicate that publications related to employee engagement in the era of hybrid working increased significantly after the COVID-19 pandemic, with major themes focusing on psychological aspects, digital technology, leadership, work-life balance, and organizational culture. The SLR results reveal that work flexibility and transformational leadership are the most dominant factors in enhancing employee engagement. In addition, digital technology plays a crucial role in facilitating communication and collaboration among employees. However, hybrid working also presents challenges, including increased work stress and blurred boundaries between personal and professional life. This study contributes theoretically through the development of an integrative model of employee engagement within the hybrid working context and provides practical implications for organizations in designing adaptive and sustainable human resource management strategies in the modern workplace era.
Eneng Iviq Hairo Rahayu, Zahra Zahra, Fara Mutia et al.· Journal of Creative Power a...· 0 citations
Rapid social and digital transformations have fundamentally reshaped education systems, leading to a redefinition of teachers’ roles in the 21st century that extends beyond technological integration to encompass epistemological, pedagogical, and structural changes. This study aims to analyze the conceptual structure, intellectual evolution, and global collaboration patterns of the paradigm shift in teachers’ roles, while also examining its empirical manifestation in practice. A mixed-method approach with an integrative design was employed, combining a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, bibliometric analysis, and a quantitative survey. Data were retrieved from the Scopus database (2016–2026), resulting in 85 peer-reviewed articles following a rigorous selection process, and complemented by survey responses from 80 teachers across Indonesia. Bibliometric mapping using VOSviewer reveals that the emerging paradigm is structured across three interrelated dimensions: pedagogical, technological, and structural. The pedagogical dimension reflects a shift from knowledge transmission to collaborative knowledge co-construction, while the technological dimension indicates a transition from ICT integration toward the adoption of artificial intelligence and data-driven adaptive learning systems. The structural dimension highlights the strengthening of teacher agency, reflective professionalism, and the restructuring of teacher education systems. Network analysis shows that global research collaboration remains regionally fragmented, whereas co-citation patterns indicate the emergence of core references, suggesting an ongoing phase of conceptual consolidation. Empirical findings confirm strong pedagogical and professional transformation in practice but reveal a gap in the adoption of advanced technologies such as AI. This study contributes by proposing a multidimensional typology of teachers’ roles—as facilitators, digital learning designers, institutional change agents, and ethical technology curators—thereby advancing theoretical consolidation and providing a foundation for systemic policy reform in 21st-century education.
Sigit Wibowo, Siti Fatimah, Nuril Nuzulia et al.· Jurnal Iqra': Kajian Ilmu Pe...· 0 citations
This systematic literature review (SLR) synthesises global research on the discursive construction of professional identities among English as a Second Language (ESL) educators between 2016 and 2026. Following the PRISMA 2020 protocol, this study rigorously screened 210 records from the Scopus and Web of Science (WoS) databases, resulting in the selection of 30 peer-reviewed articles for final synthesis. The review addresses three core research questions, mapping contemporary trends, methodological frameworks, and the intersecting contextual factors that shape the professional identities of ESL educators. The findings reveal that professional identity is not a static construct but a dynamic, negotiated process of "identity work" occurring at the intersection of five emerging pillars: Teacher Education & Development, Institutional Power & Constraints, Emotional Labour & Well-being, Linguistic Ideology & Marginalisation, and Digital Pedagogy & Technology. The synthesis indicates that while narrative and phenomenological inquiries remain dominant, there is a clear trend toward micro-discursive and multimodal methodologies. Crucially, the review highlights that ESL educators’ identities are continuously shaped by the tension between institutional accountability and personal agency. However, there remains a critical gap in understanding how intersecting dynamics such as academic hierarchies, linguistic ideologies, and institutional precarity are navigated within the multiculturally unique tertiary institutions of Southeast Asia. Future empirical research must explore how ESL educators in these stratified settings negotiate their complex and competing professional identities and agency discursively.
Norazrin Zamri, Wan Syariza Wan Yadri, Sathiyaperba Subramaniam et al.· International journal of res...· 0 citations
This paper advocates for a humanistic transformation of business education, drawing on three converging scholarly traditions: the capabilities approach (Sen 1999; Nussbaum 2011), the humanistic management tradition (Melé 2003; Pirson 2017; Dierksmeier 2019), and Pope Francis’s vision of integral ecology (
Laudato Si’
, LS 137–139). It offers a philosophical and pedagogical critique of the technocratic paradigm that dominates sustainability discourse in business schools — a paradigm that Critical Management Studies (Alvesson & Willmott 1992; Spicer & Alvesson 2025) has shown to be structurally resistant to transformation, operating through the slow formation of identity and desire rather than through explicit instruction alone. Through a normative lens, the paper re-centers practical reason, affiliation, and moral imagination as the foundations of transformative leadership formation. It argues that genuine reform is obstructed by structural barriers — accreditation pressures, ranking systems, and market forces — that systematically incentivize instrumental over ethical formation. At the same time, it identifies emerging alternatives in business education that point toward viable pedagogical reform. In response to both this diagnosis and these possibilities, it proposes principles for an education capable of forming leaders with the practical wisdom, relational depth, and moral imagination that a crisis-ridden world demands.
Manuel Sotomayor· Humanistic Management Journa...· 0 citations
This systematic literature review and bibliometric analysis examines the evolving landscape of Green Human Resource Management (GHRM) and its impact on individual employee performance. While empirical studies in this domain have expanded rapidly, the literature remains conceptually fragmented. This study addresses this gap by mapping the intellectual structure of the field and synthesizing divergent findings into a unified conceptual framework. Utilizing the PRISMA guidelines and an extensive search of the Scopus database, this review synthesizes evidence from 68 high-impact, peer-reviewed articles. The results reveal that GHRM functions as a “dual-performance” engine, simultaneously fostering voluntary employee green behavior and enhancing traditional task efficiency. These outcomes are mediated by critical psychological mechanisms, such as moral identity and meaningfulness of work, and are further moderated by leadership styles and digital infrastructure integration. The analysis culminates in a unified conceptual model that offers a robust blueprint for future research. Practically, this study urges organizations to transition from treating sustainability as an isolated initiative toward embedding it into core HR functions, supported by ethical leadership and AI-driven systems. By bridging the divide between human capital capability, psychological well-being, and technological integration, this review provides a strategic roadmap for cultivating a workforce that is both high-performing and ecologically responsible.
Robert Sarjaka, Kadarisman Hidayat, N. Nuzula et al.· F1000Research· 0 citations
