Research Trends in Early Childhood Education Teacher Well-Being (1993-2023)
Author Information
Author(s): Li Xinlin, Zhang Lutong, Lee John Chi-Kin, Chen Junjun
Primary Institution: The Education University of Hong Kong
Hypothesis
What are the research patterns and trends in early childhood education teacher well-being over the past 31 years?
Conclusion
The study reveals a significant increase in research on early childhood education teacher well-being, particularly in the last decade, but highlights ongoing issues with research diversity and conceptual clarity.
Supporting Evidence
- 167 articles were analyzed to understand the trends in early childhood education teacher well-being.
- Quantitative research methods were found to be predominant in the field.
- Recent years have seen a rise in qualitative and mixed-method research approaches.
Takeaway
This study looks at how research about the happiness of preschool teachers has changed over 31 years, showing that more studies are being done now than before.
Methodology
The review analyzed 167 articles using a descriptive quantitative approach to identify trends in research types and methods.
Potential Biases
The focus on English-language articles may introduce bias by excluding non-English research.
Limitations
The review was limited to articles indexed in SCOPUS, potentially excluding relevant studies from other databases.
Participant Demographics
The review included studies focused on early childhood education teachers, but did not specify demographic details of participants.
Digital Object Identifier (DOI)
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