Management of Teacher Psychological Well-Being in the Society 5.0 Era: An International Literature Review

Abstract

This study aims to examine and synthesize international literature on the management of teacher psychological well-being in the Society 5.0 era. A Systematic Literature Review (SLR) was conducted using thematic synthesis, drawing from the ScienceDirect database across two journals, Teaching and Teacher Education and International Journal of Educational Research Open, covering publications from 2022 to 2026. From an initial pool of 1,039 articles, 45 met the inclusion criteria and were systematically analysed. The findings reveal three main results. First, international publication trends show significant growth, with the sharpest acceleration occurring in 2025–2026, predominantly from European contexts, while Southeast Asian representation remains limited. Second, five dominant factors influencing teacher psychological well-being were identified: burnout and emotional exhaustion, resilience and self-regulation, emotional regulation and motivation, technostress and digital competence, and fulfilment of basic psychological needs. Third, four evidence-based management strategies proved effective: transformational and supportive leadership, structured school-based interventions, collaborative organizational culture, and evidence-based educational policy. This study contributes a synthesized framework integrating educational management perspectives with Society 5.0 demands.