Exploring 30 years of teacher work culture research (1993–2023): A bibliometric analysis

Abstract This bibliometric analysis seeks to understand the evolution of teacher work culture (TWC) publications from 1993 to 2023. Keywords, authors, citations and geographic distribution from 3424 documents were extracted, with data from the SCOPUS database. Descriptive statistics and co‐occurrence analysis were utilised to respond to the research questions. The findings identify an increasing interest in TWC research, with notable peaks in 2014 and 2022. The analysis uncovers that the United States, United Kingdom and Australia dominate the field in terms of contributions, with Hargreaves, Fullan and Day identified as the most influential authors. The analysis also reveals widespread research topics involving teacher preparation, continuous professional learning, cooperative work, the impact of educational reform and the influences of COVID‐19 on teachers' lives and work, while the journal Teaching and Teacher Education leads in citations. These findings can serve as an outline for understanding trends in TWC research. It could also guide researchers, practitioners and policy makers in the field in identifying research gaps and planning for future studies. Context and implications Rationale for this study: Despite three decades of teacher work culture (TWC) research, no comprehensive analysis existed to map its evolution. This study addresses this gap by analysing bibliographic data of 3424 SCOPUS‐indexed publications from 1993 to 2023 to understand research patterns and knowledge structure. Why the new findings matter: The findings reveal the field's Western‐centric nature and identify emerging research priorities, highlighting the need for more diverse international perspectives in TWC research. Implications for researchers and policy makers: For researchers, the study provides a systematic framework for future TWC research, identifying key journals, influential authors and research gaps, particularly in non‐Western contexts. It highlights opportunities for cross‐cultural collaborative research. For policy makers, findings suggest the need to adapt professional development policies for different cultural contexts while balancing local work culture conditions with international best practices. The emerging focus on equity and COVID‐19 impact indicates areas requiring policy attention.