Research on teacher well-being: a systematic review

Teacher well-being (TWB) is a complex, multifactorial concept crucial for educational quality. This study analyzes recent empirical research on this phenomenon on the basis of a systematic review that was conducted in accordance with the PRISMA 2020 protocol. The Scopus, Web of Science, Dialnet Plus and ERIC databases were searched, and 45 studies published between 2020 and 2025 were selected. This analysis featured three approaches: conceptual, thematic and methodological. Quantitative approaches predominated in the literature, and the conceptual frameworks used in this context tended to be based on wellness psychology and positive psychology. Research mainly focused on the antecedents and effects on the personal development of the teacher of TWB (e.g., burnout ), often using multiple measurement instruments. Notable conceptual and methodological fragmentation was detected, underscoring the need for further research into specific subdimensions of TWB to deepen understanding and enhance practical application. • Triple-level analysis maps trends in teacher well-being research (2020–2025). • Teacher well-being research is highly fragmented conceptually and methodologically. • Quantitative methods and established well-being models dominate recent studies. • Current research lacks unified frameworks and integrative measurement tools. • Few studies examine the impact of well-being on teaching practice.