MAPPING FACULTY WELL-BEING RESEARCH IN HIGHER EDUCATION: A BIBLIOMETRIC ANALYSIS (2015–2024)

Abstract

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.