This review portrays a dynamic developmental trend in the teacher well-being literature in Asia between 1973 and 2021 using a descriptive quantitative analysis approach. A search of the Scopus database identified 168 journal articles across 46 countries and regions in Asia. This number of publications indicated a substantial change in the knowledge corpus, particularly during the pandemic, although overall production was still relatively low. Further results revealed diversity but an imbalance of research location, research type, research methods, data collection techniques, and research foci. A functionalist perspective may suggest that the knowledge base on teacher well-being is at a beginning stage. Recommendations for future research are proposed including cross-region collaborations, more developed research foci, using mixed-method approaches, high-quality qualitative research designs, innovative qualitative techniques, and diverse qualitative data collection techniques.

Teacher resilience literature has expanded rapidly with a large number of publications and an evolving knowledge base. To capture a synthetic account systematically and effectively, this review provides a bibliometric approach to quantitatively examine the metadata of 692 relevant publications during the 26 years from 1998 to 2023. The finding traces the field’s progression from an initial concern for at-risk children to early conceptual discussions of resilience and, ultimately, more in-depth theoretical, empirical, and experimental investigations of teacher resilience, particularly within specific contexts like language teaching. However, the future trajectory of this domain remains an open question. The bibliometric review also enabled the researchers to anchor future research directions and contemplate the key challenges, such as the need for more international collaborations, concerted efforts to study teacher resilience across varied contexts, and the need to carefully balance productivity and influence when conducting new studies. Overall, this review aims to spark thoughtful discussions among researchers, practitioners, and policymakers regarding teacher resilience, in order to establish a more sustainable and global knowledge base.

This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 articles selected from SCOPUS are analysed using a descriptive quantitative approach. The analysis shows that quantitative research methods and empirical research are predominant in this field. Significant increases have been identified in qualitative and mixed-method research approaches in recent years, presaging a more balanced knowledge base in the near future. However, there has been little change in the scarcity of other research types. Meanwhile, the fragmented conceptualization of well-being, as well as its corresponding measurement, remains an outstanding issue. Overall, this review lays the groundwork for an understanding of the current trajectory of well-being research, especially with respect to ECE teachers, from a developmental perspective.

This study utilised bibliometric techniques to test the meta-data of literature on digital leadership published during 35 years from 1991 to 2025 with 557 documents. Two research databases were established, namely, database of digital leadership in general (415) (74.51%) and database of digital leadership in education (142) (25.49%). The bibliometric techniques allow for summarising the descriptive trends, uncovering the underlying intellectual structures, and identifying the most influential themes. The unique feature of contrasting two sets of literature in this review especially provides implications for digital leadership in education through data comparison. The combination of bibliometric techniques and comparative study provides broader overviews of the evolution and contrast of the digital leadership literature in general and in education in particular.