Understanding Teacher Reality Shock: A Systematic Bibliometric Review

This study aimed to examine the academic literature on Teacher Reality Shock (TRS), which encompasses the challenges that novice teachers face in the early years of their careers, using a bibliometric analysis approach. To achieve this goal, a total of 59 academic studies retrieved from the Web of Science database through a keyword search for "reality shock" and "teacher" were analyzed using performance analysis and scientific mapping techniques. The findings indicated that academic interest in TRS research has steadily increased between 1987 and 2024, with a significant upward trend emerging after 2011. The most frequently cited themes in the literature include beginning teachers, job satisfaction, burnout, self-efficacy, and occupational socialization. Additionally, the results revealed that the United States and Germany lead in scientific production on TRS, while Turkey, despite its growing academic interest in recent years, has yet to establish a strong position in the international literature. Furthermore, existing research has primarily concentrated on individual and organizational factors, revealing significant gaps in studies that examine teachers' perceptions of self-efficacy, their professional experiences, and cross-cultural comparisons of TRS across different countries. In light of this, it is recommended that interdisciplinary research be encouraged and support programs be developed to help teachers adapt to their professional lives. This study offers valuable insights into the necessity of systematically integrating TRS into teacher training policies and educational frameworks, enhancing support for early-career teachers and promoting their professional development.