Psychological mapping of stressors protective factors and outcomes in teacher mental health research from 2000 to 2025

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Mangubat, Khadem Hussain Saeedi, Fernando N. Mangubat Jr. This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9157532/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 6 You are reading this latest preprint version Abstract Teacher mental health has emerged as a critical concern within educational psychology, particularly as educators face increasing job demands, limited resources, and complex student needs. This bibliometric study mapped research on teacher mental health published from 2000 to 2025 using Scopus data (n = 1,442 documents, 313 sources). Publication analyses, co-authorship networks, keyword co-occurrence mapping, and thematic visualization were conducted using VOSviewer and Bibliometrix. Results reveal a steady upward trajectory in publications, with dominant themes clustering around stress, burnout, job demands–resources frameworks, coping strategies, resilience, and psychological well-being outcomes. By situating these themes within dominant psychological frameworks, such as job demands, resources, stress coping, and conservation of resources, the study clarifies how teacher mental health research has operationalized, extended, and, at times, fragmented core psychological constructs. International collaboration is evident (23.79% international co-authorship), with influential research hubs bridging multiple regions. While the field demonstrates strong conceptual organization grounded in occupational health psychology, intersections between organizational and systemic factors and individual psychological resources remain comparatively underexplored. Findings highlight the need for multi-level, psychologically informed approaches that integrate contextual working conditions with individual protective processes to advance theory-driven research and intervention in teacher mental health. teacher mental health bibliometric analysis occupational stress burnout resilience job demands–resources theory school climate teacher well-being Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 1. Introduction Teacher mental health has emerged as a critical concern within educational psychology, particularly as educators face increasing job demands, limited resources, and complex student needs. Teachers play a pivotal role in shaping students’ academic learning and socio-emotional development; however, their own psychological well-being has often received less sustained attention in research and policy [ 1 – 3 , 39 ]. When teachers experience elevated levels of stress, burnout, or psychological distress, consequences extend beyond individual health to affect classroom climate, instructional quality, and student outcomes [ 4 – 5 , 41 ]. Understanding the psychological antecedents and consequences of teacher mental health is therefore essential for advancing both educational effectiveness and psychological theory [ 6 – 7 , 40 ]. Over the past two decades, research has increasingly documented the range of stressors associated with teaching, including workload intensity, time pressure, role conflict, administrative demands, student behavior challenges, and limited organizational support [ 8 – 10 , 43 ]. Within psychological models of occupational stress, such as transactional stress theory and the job demands–resources framework, these stressors are theorized to undermine well-being by depleting personal and contextual resources, contributing to emotional exhaustion, anxiety, depression, and reduced professional efficacy [ 11 – 12 , 48 ]. Empirical studies consistently link these psychological outcomes to absenteeism, reduced job satisfaction, and teacher attrition, underscoring the relevance of teacher mental health as a core issue in occupational and educational psychology [ 13 – 15 , 42 ]. Alongside research on stressors and negative outcomes, a growing body of psychological literature has emphasized protective factors that buffer teachers against occupational strain. Constructs such as resilience, coping strategies, self-efficacy, emotional regulation, social support, and positive school climate have been identified as key psychological resources that mitigate the impact of job demands on mental health [ 16 – 17 , 46 ]. These protective processes align with broader psychological theories, including conservation of resources theory and positive psychology perspectives, which emphasize the role of resource accumulation and adaptive functioning in sustaining well-being under stress [ 18 – 20 , 44 ]. Understanding how these psychological resources interact with contextual demands is central to developing theory-driven interventions that promote sustainable teacher well-being. Despite the expansion of research in this area, the teacher mental health literature remains conceptually fragmented, spanning psychology, education, occupational health, and related fields. This fragmentation has led to inconsistent use of psychological constructs, varied operationalizations of well-being, and limited integration across theoretical models, making it difficult to assess how psychological knowledge in this domain has evolved and where critical gaps remain [ 21 – 23 , 47 ]. As a result, it is unclear which psychological frameworks dominate the field, how stressors and protective factors are conceptually linked, and which areas remain underexplored from a psychological standpoint [ 24 – 27 , 45 , 49 ]. Bibliometric analysis offers a systematic approach for addressing these challenges by mapping the intellectual and conceptual structure of research fields. By examining publication trends, collaboration patterns, and keyword co-occurrences, bibliometric methods can reveal how psychological constructs, theories, and research themes have developed over time. This approach is particularly valuable for interdisciplinary areas such as teacher mental health, where psychological concepts are often dispersed across diverse research traditions. However, comprehensive bibliometric analyses explicitly centered on the psychological dimensions of teacher mental health remain limited. Accordingly, this study conducts a bibliometric mapping of teacher mental health research published between 2000 and 2025, drawing on Scopus-indexed literature within the Psychology subject area. Guided by a psychological perspective, the study examines publication growth, collaboration networks, and thematic structures related to stressors, protective factors, and psychological outcomes. By clarifying how core psychological frameworks have shaped the field and where conceptual integration remains limited this study aims to advance theory-driven understanding of teacher mental health and inform future psychological research and intervention efforts. 2. Methodology 2.1 Data Source and Search Strategy This bibliometric study utilized the Scopus database due to its comprehensive coverage of peer-reviewed journals and its suitability for bibliometric analysis. Scopus provides robust indexing across psychology and education, enabling an in-depth examination of scholarly work on teacher mental health. The search was conducted using the Scopus Advanced Search feature with a carefully constructed Boolean query designed to capture publications addressing teacher wellness, psychological stressors, and mental health outcomes. The search string included terms related to teacher roles such as teacher*, educator*, instructor*, mental health and wellness, including well-being, psychological well-being, stress, burnout, anxiety, depression, and stress-inducing factors regarding workload, job strain, role conflict, organizational stress, and student behavior. To ensure relevance and maintain a psychological focus, the search was limited to articles within the subject area of Psychology (SUBJAREA = PSYC). The search was also restricted to publications from 2000 to 2025, written in English, and with a final publication stage (PUBSTAGE = final). Document types included articles, reviews, conference papers, and book chapters, and all open-access statuses were included to maximize the dataset. The final string: TITLE-ABS-KEY ( teacher* OR "school teacher*" OR "classroom teacher*" OR educator* OR instructor* OR "teaching staff" OR faculty OR "school personnel" ) AND TITLE-ABS-KEY ( wellness OR "well-being" OR wellbeing OR "mental health" OR "psychological well-being" ) AND TITLE-ABS-KEY ( stress OR burnout OR "workload" OR "work load" OR "job strain" OR "occupational stress" OR anxiety OR depression OR "emotional exhaustion" OR "psychological distress" OR "job dissatisfaction" OR "work-life balance" OR "role conflict" OR "role ambiguity" OR "organizational stress" OR "administrative pressure" OR "student behavior" OR "classroom management" OR "lack of support" OR "poor leadership" OR "low salary" OR "time pressure" ) AND PUBYEAR > 1999 AND PUBYEAR < 2026 AND ( LIMIT-TO ( DOCTYPE, "ar" ) OR LIMIT-TO ( DOCTYPE, "re" ) OR LIMIT-TO ( DOCTYPE, "cp" ) OR LIMIT-TO ( DOCTYPE, "ch" ) ) AND ( LIMIT-TO ( LANGUAGE, "English" ) ) AND ( LIMIT-TO ( SUBJAREA, "PSYC" ) ) AND ( LIMIT-TO ( PUBSTAGE, "final" ) ) AND ( LIMIT-TO ( OA, "all" ) ) 2.2 Inclusion and Exclusion Criteria Publications were included if they: (1) addressed teacher mental health, wellness, or psychological well-being; (2) focused on factors contributing to poor teacher mental health (e.g., stress, burnout, workload, role conflict); (3) examined educational settings (e.g., schools, universities); (4) were indexed in Scopus under Psychology subject area and published between 2000 and 2025; and (5) were written in English and in final publication stage. Publications were excluded if they: (1) focused on professions other than teaching (e.g., healthcare, corporate); (2) were not related to mental health or wellness without psychological relevance; (3) were duplicates or lacked sufficient bibliographic data; or (4) were published outside the year range or not indexed in Scopus. 2.3 Data Extraction and Cleaning Search results were exported from Scopus in CSV format, including bibliographic information such as author names, publication year, title, abstract, keywords, citation counts, affiliations, and source titles. Data cleaning involved removing duplicate records, standardizing author and institutional names, and harmonizing keywords to address spelling variants and conceptual overlap. Records with incomplete bibliographic information were removed to ensure analytical accuracy. 2.4 Bibliometric Analysis Procedures The cleaned dataset was analyzed using bibliometric tools, including VOSviewer and Bibliometrix (R package). These tools facilitated the exploration of publication trends, co-authorship networks, keyword co-occurrence, and citation analysis. The following analyses were conducted: Descriptive Analysis: Annual publication growth Distribution of publications by country, institution, and journal Most productive authors and highly cited publications Co-authorship Analysis: Author collaboration networks Institutional and country collaboration patterns Keyword Co-occurrence and Thematic Mapping: Identification of core research themes and topic clusters Thematic evolution over time Mapping of stressors, protective factors, and psychological outcomes Citation and Co-citation Analysis: Most influential articles and authors Co-citation networks to identify seminal works and theoretical foundations 2.5 Ethical Considerations This study used publicly available bibliographic data from Scopus and did not involve human participants. Therefore, ethical approval was not required. Nevertheless, the study adhered to ethical research standards by ensuring accurate data handling, proper citation of sources, and transparent reporting of methods. 2.6 Limitations As with all bibliometric analyses, findings are influenced by database coverage and indexing practices. Restricting the dataset to English-language, Psychology-indexed publications may exclude relevant interdisciplinary or regional research. However, this decision was intentional and theoretically motivated, ensuring a focused analysis of psychological constructs and frameworks relevant to teacher mental health. 3. Results Table 1 General information of the dataset derived from Scopus-indexed teacher mental health publications Variables Result Data Set • Timespan • Sources (journals, books, etc.) • Documents • Annual growth rate (%) • Document average age • Average citations per document Document Contents • Index keywords of all documents • Author’s keywords of all documents 2000: 2025 313 1442 26.53 3.96 25.62 2233 3458 Authors • Authors • Authors of single-authored documents 5432 114 Authors Collaboration • Single-authored documents 118 • Co-authors per doc • International co-authorships (%) Document Types • Article • Book chapter • Conference paper • Conference review 4.54 23.79 1338 14 5 85 Table 1 shows that the field consists of 1,442 documents on teacher mental health published between 2000 and 2025 across 313 sources, with an annual growth rate of 26.53% and an average of 25.62 citations per document. The dataset includes 5,432 authors, with an average of 4.54 co-authors per document and an international co-authorship rate of 23.79%, indicating a highly collaborative, increasingly global research area. Most items are journal articles, but conference papers and book chapters also contribute, suggesting both mature and emerging lines of inquiry. Figure 1 shows a clear upward trajectory in annual publications from 2000 to 2025, with pronounced growth in recent years. This pattern indicates that teacher mental health has evolved from a niche concern to a sustained and expanding topic in psychology and education research, likely responding to rising awareness of teacher stress, burnout, and well-being priorities Figure 2 displays the distribution of documents by source (journals, books, conference proceedings), indicating that most teacher mental health work appears in peer-reviewed journals, with a smaller but visible share in conference proceedings and book chapters. This distribution reflects both the consolidation of a core journal-based evidence base and ongoing dissemination through conferences, which often showcase newer or exploratory work. Figure 3 presents the most productive authors in the teacher mental health domain, highlighting a small group of scholars who contribute a disproportionate number of publications. These authors likely serve as key intellectual anchors, shaping dominant frameworks and methods in the field and acting as central nodes in collaboration networks. Figure 4 shows the co-authorship collaboration network, with clusters representing groups of authors and countries that frequently publish together on teacher mental health. The presence of several densely connected clusters and cross-national links suggests a well-developed collaborative structure, with some hubs bridging different regions or research traditions. Figure 5 presents a thematic map of teacher mental health research, with clusters representing dominant and emerging topics in the literature. These clusters correspond not only to topical areas but also to core psychological constructs and frameworks. Central (motor) themes are organized around stress and burnout, reflecting constructs such as emotional exhaustion and psychological strain, alongside the job demands–resources framework that links contextual demands to well-being outcomes. Additional clusters emphasize coping strategies, resilience, and social support, highlighting protective psychological resources that buffer against occupational stress. Peripheral and emerging themes, such as positive psychology approaches and digital-era stressors, suggest expanding attention to adaptive functioning and evolving work demands. Overall, the thematic structure indicates convergence around established occupational health psychology models, alongside the gradual incorporation of newer psychological perspectives. Figure 6 shows the factorial (conceptual structure) analysis of keyword co-occurrences, revealing the underlying psychological dimensions that organize the field. Keywords and documents cluster along major conceptual axes that broadly distinguish individual-level psychological outcomes and resources, such as well-being, coping, and resilience, from organizational and contextual stressors, including workload, job demands, and leadership. This configuration reflects how teacher mental health research is psychologically structured around the interaction between personal resources and environmental demands, consistent with stress–coping and job demands–resources theories. The factorial analysis thus clarifies the latent psychological architecture of the literature beyond surface-level thematic groupings. Figure 7 provides a conceptual structure map that builds on the factorial analysis by visualizing relationships and proximities among psychological constructs in multidimensional space. Closely positioned clusters, such as stress–burnout–emotional exhaustion, indicate strong conceptual integration, while greater distances between clusters reveal underexplored intersections, such as links between individual protective resources (e.g., resilience, coping) and organizational or policy-level factors. Unlike Fig. 6 , which highlights broad psychological dimensions, this map emphasizes gaps and fragmentation within the conceptual landscape, pointing to areas where integrative, theory-driven research remains limited. 4. Discussion 3.1 Overall trends The steady growth in publications on teacher mental health from 2000 to 2025 reflects more than increased scholarly attention; it signals important dynamics in the development of psychological knowledge. For psychologists, growth patterns provide insight into whether a field is moving toward theoretical consolidation or continued fragmentation [ 28 – 29 , 50 – 52 ]. The sustained rise in output, alongside relatively high average citation rates, suggests that teacher mental health has transitioned from an emergent topic to a mature area anchored in occupational and educational psychology [ 30 – 32 , 53 – 55 ]. At the same time, rapid expansion may also contribute to conceptual dispersion, as new studies adopt established constructs without fully integrating them into cumulative theoretical models. Thus, publication growth should be interpreted not only as evidence of relevance but also as an indicator of the need for stronger theory integration and methodological coherence within psychological research on teacher mental health. 4.2 Collaboration and research structure The large number of authors, high co-authorship per document, and almost one-quarter international co-authorship rate suggest that teacher mental health is investigated within collaborative, often cross-national teams. Co-authorship and country networks (Figs. 3 and 4 ) indicate the presence of influential hubs and clusters that likely drive conceptual and methodological developments, while also diffusing frameworks regarding stress, burnout, job demands–resources across contexts. This pattern is consistent with other areas of educational and occupational health psychology, where complex, context-sensitive questions require interdisciplinary and international collaborations.​ 4.3 Thematic focus and conceptual organization The thematic map and conceptual structure analyses (Figs. 5 – 7 ) show that research clusters around core themes such as stress, burnout, job demands and resources, coping, resilience, and broader mental health and well-being outcomes. These clusters mirror dominant psychological frameworks in terms of job demands–resources, transactional stress and coping, conservation of resources, indicating that teacher mental health is largely theorized through established occupational health models [ 33 – 34 , 56 – 58 ]. At the same time, the presence of peripheral or emerging themes suggests newer lines of inquiry, such as positive psychology perspectives, digital-era stressors, or interventions targeting resilience and school climate. The conceptual maps also highlight underexplored intersections, for example, where organizational and policy-level factors intersect with individual protective resources, or where student outcomes are explicitly integrated into teacher mental health models.​ 4.4 Implications for practice and policy The dominance of stress, burnout, and job demands in the thematic structure underscores the need for systemic interventions that go beyond individual-level coping strategies. Findings point to the importance of addressing workload, administrative pressure, leadership quality, and school climate, as these contextual factors are tightly linked to teacher psychological outcomes in the mapped literature. The emerging emphasis on protective factors such as resilience, social support, and positive school climate suggests that multi-level interventions combining structural reforms with targeted psychological supports are likely to be most effective [ 35 – 38 , 59 – 62 ]. Policymakers and school leaders can use these insights to prioritize resource allocation, leadership development, and supportive working conditions as core components of teacher mental health strategies.​ 4.5 Directions for future research The bibliometric patterns reveal several strategic avenues for future work. First, more research is needed in underrepresented regions and contexts, given likely gaps in coverage of non-English and regional journals despite increasing international collaboration. Second, integrative models that explicitly connect stressors, protective factors, and downstream outcomes related to instructional quality, student learning, and school climate would strengthen the explanatory power and practical relevance of teacher mental health research. Third, longitudinal, intervention, and mixed-methods studies appear comparatively less visible in the mapped themes and should be expanded to move the field from description to evidence-based change. Finally, future bibliometric updates could track how emerging issues such as post-pandemic recovery, digital workload, and AI in education reshape the conceptual landscape of teacher mental health.​ 5. Conclusion This bibliometric mapping demonstrates that research on teacher mental health has expanded substantially between 2000 and 2025, evolving into a well-established domain within occupational and educational psychology. The literature is strongly structured around core psychological frameworks, particularly job demands, resources, stress coping, and resilience-oriented models, and consistently attends to stressors, burnout, and psychological well-being outcomes. At the same time, the thematic and conceptual analyses reveal that these frameworks are often applied in parallel rather than integrated, limiting cumulative theory development and the examination of underlying psychological mechanisms. By visualizing how stressors, protective factors, and psychological outcomes cluster and interact across the literature, this study identifies underexplored intersections between individual psychological resources and organizational or systemic conditions. Addressing these gaps will require theory-driven research designs that move beyond descriptive associations toward integrative, longitudinal, and intervention-focused approaches. By clarifying how psychological constructs and frameworks have shaped and at times constrained the study of teacher mental health, this review provides a foundation for more integrative, theory-driven, and intervention-oriented psychological research. Declarations Author contributions . FMM : Drafted the manuscript, made substantial contributions to the conception and design of the work, and participated in the acquisition, analysis, and interpretation of data. KHS, MNUH: Revised and reviewed the manuscript critically for important intellectual content, assisted in the writing process, and contributed to improving the clarity and quality of the paper. Funding. There is no funding for doing this research Data availability. Not applicable Ethics approval and consent to participate. Not applicable Consent to publish declaration . Not applicable Clinical trial number . Not applicable Dual publication. No part of this manuscript has been previously published or considered for publication elsewhere. Competing interests. The authors declare that they have no competing interests. References Zahrah RF, Rakhmat C, Turmudi T, Prabawanto S, Sidik GS. Bibliometric analysis of global research trends in psychological well-being of teacher: 2015–2024 using VOSviewer. Salud, Ciencia y Tecnología 5, 1235 (2024). https://doi.org/10.56294/saludcyt20251235​ Davis T, Park E. 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Can J School Psychol. 2024. https://doi.org/10.1177/08295735241227596​ . Zhang L, Chen J, Li X, Zhan Y. A scope review of the teacher well-being research between 1968 and 2021. Asia-Pacific Educ Researcher. 2023;1–16. https://doi.org/10.1007/s40299-023-00717-1​ . Nwoko JC, Anderson E, Adegboye OA, Malau-Aduli AEO, Malau-Aduli BS. SHIELDing our educators: Comprehensive coping strategies for teacher occupational well-being. Behav Sci. 2024. https://doi.org/10.3390/bs14100918​ . Sandilos LE, Hindman AH, Lathrop JA, Wu Q. Toward a coherent and comprehensive approach to teacher well-being: A synthesis of theory and review of intervention research. Rev Res Educ. 2023;47(1):274–310. https://doi.org/10.3102/0091732x231210246​ . Xue D, Sun B, Li W, Li X, Xiao W. The relationship between resiliency, psychological empowerment, and teacher burnout across different genders: A psychological network analysis. Behav Sci. 2024. https://doi.org/10.3390/bs14100878​ . Hartcher K, Chapman S, Morrison CG. Applying a band-aid or building a bridge: Ecological factors and divergent approaches to enhancing teacher wellbeing. Camb J Educ. 2022;53:329–56. https://doi.org/10.1080/0305764X.2022.2155612​ . Wong MYC, Fung HW, Yuan GF, Tao S. The role of self-compassion in teachers’ well-being: A systematic review and meta-analysis. Int J Psychol. 2025;60(5). https://doi.org/10.1002/ijop.70098​ . El Alaiki A, Hadrya F, Boumaaize Z, Guider H, Lafraxo MA, Soulaymani A, Mokhtari A, Hami H. The global burden of teacher burnout: Evaluating the roles of workload and social support in diverse educational contexts. Eur Psychiatry. 2025;68(S1):S724. https://doi.org/10.1192/j.eurpsy.2025.1469​ . Dávila Ramírez JR, Huertas Martínez JA, Leal Soto FA. Psychological structure of teacher well-being: Justification of a situated model (2023). https://doi.org/10.1016/j.psicoe.2023.12.001​ Asirit LBL, Hua JH, Rama LJA. Empowering Asian educators: Decoding the factors of 21st-century teacher well-being (2023). https://doi.org/10.58429/pgjsrt.v2n2a151​ Nwoko JC, Anderson E, Adegboye OA, Malau-Aduli AEO, Malau-Aduli BS. Navigating teachers’ occupational well-being in the tides of classroom processes and school structures. Educ Sci. 2024;14(11):1225. https://doi.org/10.3390/educsci14111225​ . Gilemkhanova EN, Khusainova RM, Lushpaeva II, Khairutdinova MR. A model of subjective well-being of a teacher in the context of the safety of educational environment. Образование и Саморазвитие. 2022;17(4):288–302. https://doi.org/10.26907/esd.17.4.20​ . Srivastava S, Rao MK. The influence of organizational culture on organizational resilience and employee performance through the mediation of high-performance work systems. Discov Psychol. 2025;5:170. https://doi.org/10.1007/s44202-025-00496-4​ . Pretorius TB, Padmanabhanunni A. Teaching identification as a protective and risk factor for teacher burnout in the context of role stress. Discov Psychol. 2025;5:133. https://doi.org/10.1007/s44202-025-00467-9​ . Taati Jeliseh M, Koleini N, Zohrabi M, et al. Examining the contributions of hope and optimism to teacher wellbeing and burnout through a structural equation modeling analysis. Discov Psychol. 2025;5:105. https://doi.org/10.1007/s44202-025-00454-0​ . Ertem HY. Bibliometric analysis of studies on mental health in higher education from 1960 to 2024. Discov Psychol. 2025;5:62. https://doi.org/10.1007/s44202-025-00402-y​ . Berger Ploszaj HH, Rocha Fernandes BH, Camou Viacava JJ, et al. Understanding the associations between work from home, job satisfaction, work-life balance, stress, and gender in an organizational context of remote work. Discov Psychol. 2025;5:24. https://doi.org/10.1007/s44202-025-00342-7 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 09 Apr, 2026 Reviewers agreed at journal 09 Apr, 2026 Reviewers invited by journal 07 Apr, 2026 Editor assigned by journal 24 Mar, 2026 Submission checks completed at journal 24 Mar, 2026 First submitted to journal 24 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9157532","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Systematic Review","associatedPublications":[],"authors":[{"id":620516741,"identity":"f63fa5bb-9d7b-45ab-a121-a4e2b7079c08","order_by":0,"name":"Florieza M. 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Mangubat Jr.","email":"","orcid":"","institution":"Cebu Technological University – Tuburan Campus","correspondingAuthor":false,"prefix":"","firstName":"Fernando","middleName":"N.","lastName":"Mangubat","suffix":"Jr."}],"badges":[],"createdAt":"2026-03-18 09:39:33","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9157532/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9157532/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":106781100,"identity":"b765fed4-264c-4ddf-956b-38d646f7838a","added_by":"auto","created_at":"2026-04-13 11:42:08","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":93272,"visible":true,"origin":"","legend":"\u003cp\u003ePublication trends\u003c/p\u003e","description":"","filename":"image1.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/57c1f6ff84744e39cc7347c5.png"},{"id":106781066,"identity":"e301a9a4-7d93-4fe0-91f2-8232c027644c","added_by":"auto","created_at":"2026-04-13 11:41:43","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":164297,"visible":true,"origin":"","legend":"\u003cp\u003eDistribution of teacher mental health documents by source\u003c/p\u003e","description":"","filename":"image2.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/0fd5db111a4a6b1fe5c91b62.png"},{"id":106781102,"identity":"f62ad808-2bff-439c-8757-c3a7ab71834c","added_by":"auto","created_at":"2026-04-13 11:42:09","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":109748,"visible":true,"origin":"","legend":"\u003cp\u003eMost productive authors in teacher mental health research, 2000–2025, based on Scopus records\u003c/p\u003e","description":"","filename":"image3.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/5a49e24c74d18fd720fb1231.png"},{"id":106781076,"identity":"55bc00ca-3df8-46e1-a2fb-d8088f0e35a1","added_by":"auto","created_at":"2026-04-13 11:41:52","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":67145,"visible":true,"origin":"","legend":"\u003cp\u003eInternational collaboration network in teacher mental health research, based on co-authorship links\u003c/p\u003e","description":"","filename":"image4.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/460b98b1a17f0159441dbdad.png"},{"id":106781098,"identity":"e02fe4a6-7a1b-4671-af59-1697e9d1288b","added_by":"auto","created_at":"2026-04-13 11:42:05","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":70285,"visible":true,"origin":"","legend":"\u003cp\u003eThematic map of teacher mental health research showing clusters of core, emerging, and peripheral themes\u003c/p\u003e","description":"","filename":"image5.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/975fbb42dc7b43f3f3305b24.png"},{"id":106781087,"identity":"063d3094-5f8c-4e23-869f-a712f0f14b20","added_by":"auto","created_at":"2026-04-13 11:41:55","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":152792,"visible":true,"origin":"","legend":"\u003cp\u003eFactorial analysis of keyword co-occurrences in teacher mental health research, 2000–2025\u003c/p\u003e","description":"","filename":"image6.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/1322d29cad701dff86393ddc.png"},{"id":106781075,"identity":"6ad50345-8f05-492f-83ff-edc819631739","added_by":"auto","created_at":"2026-04-13 11:41:51","extension":"png","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":1126990,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual structure map of teacher mental health research topics derived from Scopus data\u003c/p\u003e","description":"","filename":"image7.png","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/73c29628598275636b154c29.png"},{"id":106781260,"identity":"6a97867d-280f-4173-bf1d-b4b7536bc9f8","added_by":"auto","created_at":"2026-04-13 11:43:03","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2198257,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9157532/v1/e186e8b1-6062-47b3-ab17-88cc8c412c07.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Psychological mapping of stressors protective factors and outcomes in teacher mental health research from 2000 to 2025","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eTeacher mental health has emerged as a critical concern within educational psychology, particularly as educators face increasing job demands, limited resources, and complex student needs. Teachers play a pivotal role in shaping students\u0026rsquo; academic learning and socio-emotional development; however, their own psychological well-being has often received less sustained attention in research and policy [\u003cspan additionalcitationids=\"CR2\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. When teachers experience elevated levels of stress, burnout, or psychological distress, consequences extend beyond individual health to affect classroom climate, instructional quality, and student outcomes [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Understanding the psychological antecedents and consequences of teacher mental health is therefore essential for advancing both educational effectiveness and psychological theory [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOver the past two decades, research has increasingly documented the range of stressors associated with teaching, including workload intensity, time pressure, role conflict, administrative demands, student behavior challenges, and limited organizational support [\u003cspan additionalcitationids=\"CR9\" citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. Within psychological models of occupational stress, such as transactional stress theory and the job demands\u0026ndash;resources framework, these stressors are theorized to undermine well-being by depleting personal and contextual resources, contributing to emotional exhaustion, anxiety, depression, and reduced professional efficacy [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e]. Empirical studies consistently link these psychological outcomes to absenteeism, reduced job satisfaction, and teacher attrition, underscoring the relevance of teacher mental health as a core issue in occupational and educational psychology [\u003cspan additionalcitationids=\"CR14\" citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAlongside research on stressors and negative outcomes, a growing body of psychological literature has emphasized protective factors that buffer teachers against occupational strain. Constructs such as resilience, coping strategies, self-efficacy, emotional regulation, social support, and positive school climate have been identified as key psychological resources that mitigate the impact of job demands on mental health [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. These protective processes align with broader psychological theories, including conservation of resources theory and positive psychology perspectives, which emphasize the role of resource accumulation and adaptive functioning in sustaining well-being under stress [\u003cspan additionalcitationids=\"CR19\" citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. Understanding how these psychological resources interact with contextual demands is central to developing theory-driven interventions that promote sustainable teacher well-being.\u003c/p\u003e \u003cp\u003eDespite the expansion of research in this area, the teacher mental health literature remains conceptually fragmented, spanning psychology, education, occupational health, and related fields. This fragmentation has led to inconsistent use of psychological constructs, varied operationalizations of well-being, and limited integration across theoretical models, making it difficult to assess how psychological knowledge in this domain has evolved and where critical gaps remain [\u003cspan additionalcitationids=\"CR22\" citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. As a result, it is unclear which psychological frameworks dominate the field, how stressors and protective factors are conceptually linked, and which areas remain underexplored from a psychological standpoint [\u003cspan additionalcitationids=\"CR25 CR26\" citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eBibliometric analysis offers a systematic approach for addressing these challenges by mapping the intellectual and conceptual structure of research fields. By examining publication trends, collaboration patterns, and keyword co-occurrences, bibliometric methods can reveal how psychological constructs, theories, and research themes have developed over time. This approach is particularly valuable for interdisciplinary areas such as teacher mental health, where psychological concepts are often dispersed across diverse research traditions. However, comprehensive bibliometric analyses explicitly centered on the psychological dimensions of teacher mental health remain limited.\u003c/p\u003e \u003cp\u003eAccordingly, this study conducts a bibliometric mapping of teacher mental health research published between 2000 and 2025, drawing on Scopus-indexed literature within the Psychology subject area. Guided by a psychological perspective, the study examines publication growth, collaboration networks, and thematic structures related to stressors, protective factors, and psychological outcomes. By clarifying how core psychological frameworks have shaped the field and where conceptual integration remains limited this study aims to advance theory-driven understanding of teacher mental health and inform future psychological research and intervention efforts.\u003c/p\u003e"},{"header":"2. Methodology","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Data Source and Search Strategy\u003c/h2\u003e \u003cp\u003eThis bibliometric study utilized the Scopus database due to its comprehensive coverage of peer-reviewed journals and its suitability for bibliometric analysis. Scopus provides robust indexing across psychology and education, enabling an in-depth examination of scholarly work on teacher mental health. The search was conducted using the Scopus Advanced Search feature with a carefully constructed Boolean query designed to capture publications addressing teacher wellness, psychological stressors, and mental health outcomes.\u003c/p\u003e \u003cp\u003eThe search string included terms related to teacher roles such as teacher*, educator*, instructor*, mental health and wellness, including well-being, psychological well-being, stress, burnout, anxiety, depression, and stress-inducing factors regarding workload, job strain, role conflict, organizational stress, and student behavior. To ensure relevance and maintain a psychological focus, the search was limited to articles within the subject area of Psychology (SUBJAREA\u0026thinsp;=\u0026thinsp;PSYC). The search was also restricted to publications from 2000 to 2025, written in English, and with a final publication stage (PUBSTAGE\u0026thinsp;=\u0026thinsp;final). Document types included articles, reviews, conference papers, and book chapters, and all open-access statuses were included to maximize the dataset. The final string:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eTITLE-ABS-KEY ( teacher* OR \"school teacher*\" OR \"classroom teacher*\" OR educator* OR instructor* OR \"teaching staff\" OR faculty OR \"school personnel\" ) AND TITLE-ABS-KEY ( wellness OR \"well-being\" OR wellbeing OR \"mental health\" OR \"psychological well-being\" ) AND TITLE-ABS-KEY ( stress OR burnout OR \"workload\" OR \"work load\" OR \"job strain\" OR \"occupational stress\" OR anxiety OR depression OR \"emotional exhaustion\" OR \"psychological distress\" OR \"job dissatisfaction\" OR \"work-life balance\" OR \"role conflict\" OR \"role ambiguity\" OR \"organizational stress\" OR \"administrative pressure\" OR \"student behavior\" OR \"classroom management\" OR \"lack of support\" OR \"poor leadership\" OR \"low salary\" OR \"time pressure\" ) AND PUBYEAR\u0026thinsp;\u0026gt;\u0026thinsp;1999 AND PUBYEAR\u0026thinsp;\u0026lt;\u0026thinsp;2026 AND ( LIMIT-TO ( DOCTYPE, \"ar\" ) OR LIMIT-TO ( DOCTYPE, \"re\" ) OR LIMIT-TO ( DOCTYPE, \"cp\" ) OR LIMIT-TO ( DOCTYPE, \"ch\" ) ) AND ( LIMIT-TO ( LANGUAGE, \"English\" ) ) AND ( LIMIT-TO ( SUBJAREA, \"PSYC\" ) ) AND ( LIMIT-TO ( PUBSTAGE, \"final\" ) ) AND ( LIMIT-TO ( OA, \"all\" ) )\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Inclusion and Exclusion Criteria\u003c/h2\u003e \u003cp\u003ePublications were included if they: (1) addressed teacher mental health, wellness, or psychological well-being; (2) focused on factors contributing to poor teacher mental health (e.g., stress, burnout, workload, role conflict); (3) examined educational settings (e.g., schools, universities); (4) were indexed in Scopus under Psychology subject area and published between 2000 and 2025; and (5) were written in English and in final publication stage. Publications were excluded if they: (1) focused on professions other than teaching (e.g., healthcare, corporate); (2) were not related to mental health or wellness without psychological relevance; (3) were duplicates or lacked sufficient bibliographic data; or (4) were published outside the year range or not indexed in Scopus.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003e2.3 Data Extraction and Cleaning\u003c/h3\u003e\n\u003cp\u003eSearch results were exported from Scopus in CSV format, including bibliographic information such as author names, publication year, title, abstract, keywords, citation counts, affiliations, and source titles. Data cleaning involved removing duplicate records, standardizing author and institutional names, and harmonizing keywords to address spelling variants and conceptual overlap. Records with incomplete bibliographic information were removed to ensure analytical accuracy.\u003c/p\u003e\n\u003ch3\u003e2.4 Bibliometric Analysis Procedures\u003c/h3\u003e\n\u003cp\u003eThe cleaned dataset was analyzed using bibliometric tools, including VOSviewer and Bibliometrix (R package). These tools facilitated the exploration of publication trends, co-authorship networks, keyword co-occurrence, and citation analysis. The following analyses were conducted: Descriptive Analysis: Annual publication growth Distribution of publications by country, institution, and journal Most productive authors and highly cited publications Co-authorship Analysis: Author collaboration networks Institutional and country collaboration patterns Keyword Co-occurrence and Thematic Mapping: Identification of core research themes and topic clusters Thematic evolution over time Mapping of stressors, protective factors, and psychological outcomes Citation and Co-citation Analysis: Most influential articles and authors Co-citation networks to identify seminal works and theoretical foundations\u003c/p\u003e\n\u003ch3\u003e2.5 Ethical Considerations\u003c/h3\u003e\n\u003cp\u003eThis study used publicly available bibliographic data from Scopus and did not involve human participants. Therefore, ethical approval was not required. Nevertheless, the study adhered to ethical research standards by ensuring accurate data handling, proper citation of sources, and transparent reporting of methods.\u003c/p\u003e\n\u003ch3\u003e2.6 Limitations\u003c/h3\u003e\n\u003cp\u003eAs with all bibliometric analyses, findings are influenced by database coverage and indexing practices. Restricting the dataset to English-language, Psychology-indexed publications may exclude relevant interdisciplinary or regional research. However, this decision was intentional and theoretically motivated, ensuring a focused analysis of psychological constructs and frameworks relevant to teacher mental health.\u003c/p\u003e"},{"header":"3. Results","content":"\u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eGeneral information of the dataset derived from Scopus-indexed teacher mental health publications\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResult\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eData Set\u003c/p\u003e \u003cp\u003e\u0026bull; Timespan\u003c/p\u003e \u003cp\u003e\u0026bull; Sources (journals, books, etc.)\u003c/p\u003e \u003cp\u003e\u0026bull; Documents\u003c/p\u003e \u003cp\u003e\u0026bull; Annual growth rate (%)\u003c/p\u003e \u003cp\u003e\u0026bull; Document average age\u003c/p\u003e \u003cp\u003e\u0026bull; Average citations per document\u003c/p\u003e \u003cp\u003eDocument Contents\u003c/p\u003e \u003cp\u003e\u0026bull; Index keywords of all documents\u003c/p\u003e \u003cp\u003e\u0026bull; Author\u0026rsquo;s keywords of all documents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2000: 2025\u003c/p\u003e \u003cp\u003e313\u003c/p\u003e \u003cp\u003e1442\u003c/p\u003e \u003cp\u003e26.53\u003c/p\u003e \u003cp\u003e3.96\u003c/p\u003e \u003cp\u003e25.62\u003c/p\u003e \u003cp\u003e2233\u003c/p\u003e \u003cp\u003e3458\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthors\u003c/p\u003e \u003cp\u003e\u0026bull; Authors\u003c/p\u003e \u003cp\u003e\u0026bull; Authors of single-authored documents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5432\u003c/p\u003e \u003cp\u003e114\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAuthors Collaboration\u003c/p\u003e \u003cp\u003e\u0026bull; Single-authored documents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e118\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u0026bull; Co-authors per doc\u003c/p\u003e \u003cp\u003e\u0026bull; International co-authorships (%)\u003c/p\u003e \u003cp\u003eDocument Types\u003c/p\u003e \u003cp\u003e\u0026bull; Article\u003c/p\u003e \u003cp\u003e\u0026bull; Book chapter\u003c/p\u003e \u003cp\u003e\u0026bull; Conference paper\u003c/p\u003e \u003cp\u003e\u0026bull; Conference review\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4.54\u003c/p\u003e \u003cp\u003e23.79\u003c/p\u003e \u003cp\u003e1338\u003c/p\u003e \u003cp\u003e14\u003c/p\u003e \u003cp\u003e5\u003c/p\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows that the field consists of 1,442 documents on teacher mental health published between 2000 and 2025 across 313 sources, with an annual growth rate of 26.53% and an average of 25.62 citations per document. The dataset includes 5,432 authors, with an average of 4.54 co-authors per document and an international co-authorship rate of 23.79%, indicating a highly collaborative, increasingly global research area. Most items are journal articles, but conference papers and book chapters also contribute, suggesting both mature and emerging lines of inquiry.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows a clear upward trajectory in annual publications from 2000 to 2025, with pronounced growth in recent years. This pattern indicates that teacher mental health has evolved from a niche concern to a sustained and expanding topic in psychology and education research, likely responding to rising awareness of teacher stress, burnout, and well-being priorities\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e displays the distribution of documents by source (journals, books, conference proceedings), indicating that most teacher mental health work appears in peer-reviewed journals, with a smaller but visible share in conference proceedings and book chapters. This distribution reflects both the consolidation of a core journal-based evidence base and ongoing dissemination through conferences, which often showcase newer or exploratory work.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e presents the most productive authors in the teacher mental health domain, highlighting a small group of scholars who contribute a disproportionate number of publications. These authors likely serve as key intellectual anchors, shaping dominant frameworks and methods in the field and acting as central nodes in collaboration networks.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows the co-authorship collaboration network, with clusters representing groups of authors and countries that frequently publish together on teacher mental health. The presence of several densely connected clusters and cross-national links suggests a well-developed collaborative structure, with some hubs bridging different regions or research traditions.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e presents a thematic map of teacher mental health research, with clusters representing dominant and emerging topics in the literature. These clusters correspond not only to topical areas but also to core psychological constructs and frameworks. Central (motor) themes are organized around stress and burnout, reflecting constructs such as emotional exhaustion and psychological strain, alongside the job demands\u0026ndash;resources framework that links contextual demands to well-being outcomes. Additional clusters emphasize coping strategies, resilience, and social support, highlighting protective psychological resources that buffer against occupational stress. Peripheral and emerging themes, such as positive psychology approaches and digital-era stressors, suggest expanding attention to adaptive functioning and evolving work demands. Overall, the thematic structure indicates convergence around established occupational health psychology models, alongside the gradual incorporation of newer psychological perspectives.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e shows the factorial (conceptual structure) analysis of keyword co-occurrences, revealing the underlying psychological dimensions that organize the field. Keywords and documents cluster along major conceptual axes that broadly distinguish individual-level psychological outcomes and resources, such as well-being, coping, and resilience, from organizational and contextual stressors, including workload, job demands, and leadership. This configuration reflects how teacher mental health research is psychologically structured around the interaction between personal resources and environmental demands, consistent with stress\u0026ndash;coping and job demands\u0026ndash;resources theories. The factorial analysis thus clarifies the latent psychological architecture of the literature beyond surface-level thematic groupings.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e provides a conceptual structure map that builds on the factorial analysis by visualizing relationships and proximities among psychological constructs in multidimensional space. Closely positioned clusters, such as stress\u0026ndash;burnout\u0026ndash;emotional exhaustion, indicate strong conceptual integration, while greater distances between clusters reveal underexplored intersections, such as links between individual protective resources (e.g., resilience, coping) and organizational or policy-level factors. Unlike Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, which highlights broad psychological dimensions, this map emphasizes gaps and fragmentation within the conceptual landscape, pointing to areas where integrative, theory-driven research remains limited.\u003c/p\u003e"},{"header":"4. Discussion","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Overall trends\u003c/h2\u003e \u003cp\u003eThe steady growth in publications on teacher mental health from 2000 to 2025 reflects more than increased scholarly attention; it signals important dynamics in the development of psychological knowledge. For psychologists, growth patterns provide insight into whether a field is moving toward theoretical consolidation or continued fragmentation [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e, \u003cspan additionalcitationids=\"CR51\" citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. The sustained rise in output, alongside relatively high average citation rates, suggests that teacher mental health has transitioned from an emergent topic to a mature area anchored in occupational and educational psychology [\u003cspan additionalcitationids=\"CR31\" citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan additionalcitationids=\"CR54\" citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. At the same time, rapid expansion may also contribute to conceptual dispersion, as new studies adopt established constructs without fully integrating them into cumulative theoretical models. Thus, publication growth should be interpreted not only as evidence of relevance but also as an indicator of the need for stronger theory integration and methodological coherence within psychological research on teacher mental health.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Collaboration and research structure\u003c/h2\u003e \u003cp\u003eThe large number of authors, high co-authorship per document, and almost one-quarter international co-authorship rate suggest that teacher mental health is investigated within collaborative, often cross-national teams. Co-authorship and country networks (Figs.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e and \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e) indicate the presence of influential hubs and clusters that likely drive conceptual and methodological developments, while also diffusing frameworks regarding stress, burnout, job demands\u0026ndash;resources across contexts. This pattern is consistent with other areas of educational and occupational health psychology, where complex, context-sensitive questions require interdisciplinary and international collaborations.​\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Thematic focus and conceptual organization\u003c/h2\u003e \u003cp\u003eThe thematic map and conceptual structure analyses (Figs.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e\u0026ndash;\u003cspan refid=\"Fig7\" class=\"InternalRef\"\u003e7\u003c/span\u003e) show that research clusters around core themes such as stress, burnout, job demands and resources, coping, resilience, and broader mental health and well-being outcomes. These clusters mirror dominant psychological frameworks in terms of job demands\u0026ndash;resources, transactional stress and coping, conservation of resources, indicating that teacher mental health is largely theorized through established occupational health models [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan additionalcitationids=\"CR57\" citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e]. At the same time, the presence of peripheral or emerging themes suggests newer lines of inquiry, such as positive psychology perspectives, digital-era stressors, or interventions targeting resilience and school climate. The conceptual maps also highlight underexplored intersections, for example, where organizational and policy-level factors intersect with individual protective resources, or where student outcomes are explicitly integrated into teacher mental health models.​\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.4 Implications for practice and policy\u003c/h2\u003e \u003cp\u003eThe dominance of stress, burnout, and job demands in the thematic structure underscores the need for systemic interventions that go beyond individual-level coping strategies. Findings point to the importance of addressing workload, administrative pressure, leadership quality, and school climate, as these contextual factors are tightly linked to teacher psychological outcomes in the mapped literature. The emerging emphasis on protective factors such as resilience, social support, and positive school climate suggests that multi-level interventions combining structural reforms with targeted psychological supports are likely to be most effective [\u003cspan additionalcitationids=\"CR36 CR37\" citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e, \u003cspan additionalcitationids=\"CR60 CR61\" citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e]. Policymakers and school leaders can use these insights to prioritize resource allocation, leadership development, and supportive working conditions as core components of teacher mental health strategies.​\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e4.5 Directions for future research\u003c/h2\u003e \u003cp\u003eThe bibliometric patterns reveal several strategic avenues for future work. First, more research is needed in underrepresented regions and contexts, given likely gaps in coverage of non-English and regional journals despite increasing international collaboration. Second, integrative models that explicitly connect stressors, protective factors, and downstream outcomes related to instructional quality, student learning, and school climate would strengthen the explanatory power and practical relevance of teacher mental health research. Third, longitudinal, intervention, and mixed-methods studies appear comparatively less visible in the mapped themes and should be expanded to move the field from description to evidence-based change. Finally, future bibliometric updates could track how emerging issues such as post-pandemic recovery, digital workload, and AI in education reshape the conceptual landscape of teacher mental health.​\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThis bibliometric mapping demonstrates that research on teacher mental health has expanded substantially between 2000 and 2025, evolving into a well-established domain within occupational and educational psychology. The literature is strongly structured around core psychological frameworks, particularly job demands, resources, stress coping, and resilience-oriented models, and consistently attends to stressors, burnout, and psychological well-being outcomes. At the same time, the thematic and conceptual analyses reveal that these frameworks are often applied in parallel rather than integrated, limiting cumulative theory development and the examination of underlying psychological mechanisms. By visualizing how stressors, protective factors, and psychological outcomes cluster and interact across the literature, this study identifies underexplored intersections between individual psychological resources and organizational or systemic conditions. Addressing these gaps will require theory-driven research designs that move beyond descriptive associations toward integrative, longitudinal, and intervention-focused approaches. By clarifying how psychological constructs and frameworks have shaped and at times constrained the study of teacher mental health, this review provides a foundation for more integrative, theory-driven, and intervention-oriented psychological research.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAuthor contributions\u003c/strong\u003e. \u003cstrong\u003eFMM\u003c/strong\u003e: Drafted the manuscript, made substantial contributions to the conception and design of the work, and participated in the acquisition, analysis, and interpretation of data. \u003cstrong\u003eKHS, MNUH: \u0026nbsp;\u003c/strong\u003eRevised and reviewed the manuscript critically for important intellectual content, assisted in the writing process, and contributed to improving the clarity and quality of the paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding.\u0026nbsp;\u003c/strong\u003eThere is no funding for doing this research\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability.\u0026nbsp;\u003c/strong\u003eNot applicable\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate.\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish declaration\u003c/strong\u003e. Not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e. Not applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDual publication.\u0026nbsp;\u003c/strong\u003eNo part of this manuscript has been previously published or considered for publication elsewhere.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests.\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eZahrah RF, Rakhmat C, Turmudi T, Prabawanto S, Sidik GS. 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Discov Psychol. 2025;5:24. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/s44202-025-00342-7\u003c/span\u003e\u003cspan address=\"10.1007/s44202-025-00342-7\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"teacher mental health, bibliometric analysis, occupational stress, burnout, resilience, job demands–resources theory, school climate, teacher well-being","lastPublishedDoi":"10.21203/rs.3.rs-9157532/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9157532/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eTeacher mental health has emerged as a critical concern within educational psychology, particularly as educators face increasing job demands, limited resources, and complex student needs. This bibliometric study mapped research on teacher mental health published from 2000 to 2025 using Scopus data (n\u0026thinsp;=\u0026thinsp;1,442 documents, 313 sources). Publication analyses, co-authorship networks, keyword co-occurrence mapping, and thematic visualization were conducted using VOSviewer and Bibliometrix. Results reveal a steady upward trajectory in publications, with dominant themes clustering around stress, burnout, job demands\u0026ndash;resources frameworks, coping strategies, resilience, and psychological well-being outcomes. By situating these themes within dominant psychological frameworks, such as job demands, resources, stress coping, and conservation of resources, the study clarifies how teacher mental health research has operationalized, extended, and, at times, fragmented core psychological constructs. International collaboration is evident (23.79% international co-authorship), with influential research hubs bridging multiple regions. While the field demonstrates strong conceptual organization grounded in occupational health psychology, intersections between organizational and systemic factors and individual psychological resources remain comparatively underexplored. Findings highlight the need for multi-level, psychologically informed approaches that integrate contextual working conditions with individual protective processes to advance theory-driven research and intervention in teacher mental health.\u003c/p\u003e","manuscriptTitle":"Psychological mapping of stressors protective factors and outcomes in teacher mental health research from 2000 to 2025","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-13 11:38:39","doi":"10.21203/rs.3.rs-9157532/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-04-09T18:23:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"36492814859926107564558286654865980863","date":"2026-04-09T06:08:51+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-07T04:45:56+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-24T15:21:28+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-24T09:03:37+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Psychology","date":"2026-03-24T08:58:04+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"discpsy","sideBox":"Learn more about [Discover Psychology](https://www.springer.com/44202)","snPcode":"","submissionUrl":"","title":"Discover Psychology","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"99f93c42-3dd4-4141-a7d5-fdeeba99f5aa","owner":[],"postedDate":"April 13th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-13T11:38:39+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-13 11:38:39","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9157532","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9157532","identity":"rs-9157532","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}