Teacher Well-Being: Novel Approaches for Assessment and Intervention

Deroncele-Acosta A.; Gil-Monte P.; Gil-Laorden P.; Ortega Mansilla A. · Revista Venezolana de Gerencia (2026) · DOI: 10.52080/rvgluz.31.115.5

Resumen

Although teacher well-being has become a central focus in educational and organizational psychology, the field remains characterized by conceptual fragmentation and a predominance of cross-sectional, self-report studies. To address these limitations, this study analyzed global scientific output on teacher well-being and proposed a nomological network to guide future evaluation and intervention methods. Using a four-stage bibliometric approach, we retrieved 8,186 documents from the Scopus database and analyzed the data using Bibliometrix (R) and VOSviewer. The findings reveal sustained publication growth since 2011. Teaching and Teacher Education emerged as the most influential journal, while The Education University of Hong Kong and the United States were identified as the leading institution and the most productive, cited, and funded country, respectively. Thematic network analysis highlighted teacher self-efficacy as a core concept, alongside a strong presence of positive psychology perspectives and a heavy reliance on self-report scales. In conclusion, teacher well-being is a multidimensional construct that necessitates multilevel and multimethod approaches. Future research must transition beyond subjective measures to incorporate objective indicators—such as neurocognitive or psychophysiological biomarkers—combined with emerging technologies like artificial intelligence for emotion evaluation. Ultimately, the identification of these trends and the construction of a comprehensive nomological network offer an integrative, forward-looking framework to advance theory, assessment, and intervention in teacher well-being.

Instituciones: Universidad San Ignacio de Loyola