A Bibliometric Analysis Of The Fragmented Nexus Between Pedagogical Competence, Mindfulness, And Teacher Burnout (2015–2025)
Keywords:
Teacher Burnout, Pedagogical Competence, Mindfulness, Integrated ProfessionalismAbstract
Teacher burnout has escalated from an occupational hazard to a systemic crisis globally, threatening educational sustainability in the post-pandemic era. While pedagogical competence and mindfulness are widely recognized as vital protective factors, (Gap) existing literature remains fragmented, often treating technical teaching skills and psychological well-being as isolated domains rather than synergistic mechanisms. This study aims to map the intellectual structure and thematic evolution of global research connecting teachers' pedagogical competence, mindfulness, and burnout prevention. Employing a bibliometric approach, metadata from Scopus-indexed articles published between 2015 and 2025 were analyzed using VOSviewer to visualize publication trends, co-authorship networks, and keyword co-occurrences. The results reveal a "symptom-centric" landscape dominated by Western institutions, yet characterized by weak cross-national collaboration. Crucially, the keyword analysis exposes a conceptual dichotomy: while "burnout" dominates as the central node, "mindfulness" (psychological) and "pedagogical competence" (technical) exist in disconnected clusters, indicating a lack of integrative research. These findings suggest an urgent need for "Integrated Professionalism" frameworks. Educational policy must move beyond segregated interventions by embedding mindfulness practices directly within pedagogical development programs to foster holistic teacher resilience against future disruptions.
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References
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Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. Educational Psychology Review, 34(1), 259–300. https://doi.org/10.1007/s10648-021-09614-9
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Chapman, M. H., Thorburn, D., Hirschfield, G. M., Webster, G. G. J., Rushbrook, S. M., Alexander, G., Collier, J., Dyson, J. K., Jones, D. E. J., Patanwala, I., Thain, C., Walmsley, M., & Pereira, S. P. (2019). British Society of Gastroenterology and UK-PSC guidelines for the diagnosis and management of primary sclerosing cholangitis. Gut, 68(8), 1356–1378. https://doi.org/10.1136/gutjnl-2018-317993
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Cheng, H., Fan, Y., & Lau, H. (2023). An integrative review on job burnout among teachers in China: Implications for Human Resource Management. The International Journal of Human Resource Management, 34(3), 529–561. https://doi.org/10.1080/09585192.2022.2078991
da Silva, N. C., & Mello, J. A. V. B. (2023). Analysis Trends of Burnout Syndrome among Teachers: a Bibliometric Study. Revista Cubana de Informacion En Ciencias de La Salud, 34.
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Ferreira, G. F., & Demarzo, M. (2023). Trends of Research on Mindfulness: a Bibliometric Study of an Emerging Field. Trends in Psychology, 32(2), 466–479. https://doi.org/10.1007/s43076-023-00286-8
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García-Martínez, I., Tadeu, P., Montenegro-Rueda, M., & Fernández-Batanero, J. M. (2022). Networking for online teacher collaboration. Interactive Learning Environments, 30(9), 1736–1750. https://doi.org/10.1080/10494820.2020.1764057
Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. Journal of School Psychology, 78, 69–74. https://doi.org/10.1016/j.jsp.2020.01.001
Holland, M., & Fitzgerald, J. (2023). ‘Getting into the Nucleus of the School’: Experiences of Collaboration between Special Educational Needs Coordinators, Senior Leadership Teams and Educational Psychologists in Irish Post-Primary Schools. Education Sciences, 13(3), 286. https://doi.org/10.3390/educsci13030286
Horta, H., Feng, S., & Santos, J. M. (2022). Homophily in higher education research: a perspective based on co-authorships. Scientometrics, 127(1), 523–543. https://doi.org/10.1007/s11192-021-04227-z
Karakose, T., Yirci, R., Papadakis, S., Ozdemir, T. Y., Demirkol, M., & Polat, H. (2021). Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability, 13(17), 9631. https://doi.org/10.3390/su13179631
Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021). Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams. Research in Education, 111(1), 89–107. https://doi.org/10.1177/00345237211031585
Kotowski, S. E., Davis, K. G., & Barratt, C. L. (2022). Teachers feeling the burden of COVID-19: Impact on well-being, stress, and burnout. Work, 71(2), 407–415. https://doi.org/10.3233/WOR-210994
Lee, H.-Y., Chung, C.-Y., & Wei, G. (2022). Research on Technological Pedagogical and Content Knowledge: A Bibliometric Analysis From 2011 to 2020. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.765233
Lee, W., McCaw, C. T., & Van Dam, N. T. (2024). Mindfulness in education: Critical debates and pragmatic considerations. British Educational Research Journal, 50(4), 2111–2130. https://doi.org/10.1002/berj.3998
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: a mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1185079
Li, X., Xu, P., Jiang, R., & Chen, S. (2023). The role of inhibition in overcoming arithmetic natural number bias in the Chinese context: Evidence from behavioral and ERP experiments. Learning and Instruction, 86, 101752. https://doi.org/10.1016/j.learninstruc.2023.101752
Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
Marmoah, S., Gestiardi, R., Sarwanto, S., Chumdari, C., & Maryani, I. (2022). A bibliometric analysis of collaboration skills in education (2019-2021). Journal of Education and Learning (EduLearn), 16(4), 542–551. https://doi.org/10.11591/edulearn.v16i4.20337
McEown, K., McEown, M. S., & Oga-Baldwin, W. L. Q. (2024). The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners. Current Psychology, 43(2), 1395–1405. https://doi.org/10.1007/s12144-023-04296-8
Moral-Muñoz, J. A., Herrera-Viedma, E., Santisteban-Espejo, A., & Cobo, M. J. (2020). Software tools for conducting bibliometric analysis in science: An up-to-date review. El Profesional de La Información, 29(1), 1–20. https://doi.org/10.3145/epi.2020.ene.03
Moutinho, J. da A., Rabechini Junior, R., & Fernandes, G. (2023). Ecosystem of a collaborative research center in project studies: A conceptual framework. RAM. Revista de Administração Mackenzie, 24(5). https://doi.org/10.1590/1678-6971/eramr230254.en
Nielsen, M. W., & Andersen, J. P. (2021). Global citation inequality is on the rise. Proceedings of the National Academy of Sciences, 118(7). https://doi.org/10.1073/pnas.2012208118
Ninkov, A., Frank, J. R., & Maggio, L. A. (2022). Bibliometrics: Methods for studying academic publishing. Perspectives on Medical Education, 11(3), 173–176. https://doi.org/10.1007/s40037-021-00695-4
Ntumi, S. (2025). From Stress to Strategy: A Moderated Mediation Model of Teacher Workload, Burnout, and Wellbeing, Highlighting the Role of Assessment Competency in Promoting Teachers’ Health and Wellbeing. https://doi.org/10.21203/rs.3.rs-6794493/v1
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2026-03-30
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Qoyyumillah, N. I., Aziz, I. N., & Nashrullah. (2026). A Bibliometric Analysis Of The Fragmented Nexus Between Pedagogical Competence, Mindfulness, And Teacher Burnout (2015–2025). EDU-RELIGIA : Jurnal Keagamaan Dan Pembelajarannya, 9(1), 1–18. Retrieved from https://e-jurnal.unisda.ac.id/index.php/edureg/article/view/12446
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