An inevitable phenomenon:A bibliometric analysis of shadow education research (1982–2022)

This study systematically maps the research trends in the domain of “shadow education” over the last 40 years using metadata extracted from the SCOPUS database. The results reveal that the outputs of shadow education research have grown exponentially within the last decade. Bray and his colleagues from the University of Hong Kong, East China Normal University, and the Education University of Hong Kong have been the most prolific and influential research team. They are followed by Park and Byun from the USA, who have mostly worked on East Asian contexts. The USA, Hong Kong, South Korea, and the People’s Republic of China, have been the main sources of contributions and the University of Hong Kong has been the leading university in this field. Educational studies, economics, psychology, linguistics, and sociology have been the main disciplines researched within shadow education. Shadow education studies have revealed how shadow education can be a major instrument for maintaining and exacerbating social inequalities. They have also largely focused on the tangible (quantifiable) benefits related to improving students’ examination results. This study’s results stress the importance of regulating the private tutoring market, suggesting areas for ongoing research.</p

Demystifying the impact of educational leadership on teachers’ subjective well-being:A bibliometric analysis and literature review

This study aims to offer a review of research on the impact of leadership on shaping teachers’ subjective well-being, utilizing metadata from the Web of Science. The study utilized bibliometric analysis techniques to showcase the prominent researchers and countries, along with their collaborative networks and the field's scientific foundations. Narrative reviews of the main themes across the entire corpus and h-classics publications provided further insights into the topic. The findings indicate a consistent growth in research activity within this field over the last decade. The foundations of research in this field have been primarily rooted in educational research, psychology, management, environmental health, and health sciences. The literature consistently emphasizes the pivotal role of leadership in influencing teachers’ well-being, recognizing effective school leadership as crucial for shaping their professional experiences. Supportive leadership is particularly highlighted for fostering a positive work environment and enhancing teachers’ subjective well-being, with various leadership styles influencing overall life and job satisfaction, motivation, and mental health

Emotions in Learning, Teaching, and Leadership: A Bibliometric Review of Asian Literature (1990–2018)

This study aims to map the Asian literature on emotions in learning, teaching, and leadership through a review of published research in Web of Science Core Collection. In all, 862 articles published between 1990 and 2018 were retrieved and analyzed. Bibliographic coupling of the countries, bibliographic coupling of the authors, co-occurrences of author keywords, bibliographic coupling of the journals, and bibliographic coupling of the institutions were extracted through bibliographic visualization methods. All the h-classics publications were also reviewed and categorized according to their topics. People’s Republic of China (Hong Kong), Israel, Turkey, and Cyprus are the countries with most relevant evidence. The top authors are found to be D.W Chan and M. Zembylas, while emotional intelligence, empathy, burnout, emotion, and self-efficacy have been the most frequently studied concepts. Teaching and Teacher Education and Journal of Educational Psychology are the journals with prominent pertinent influence. Education University of Hong Kong, Chinese University of Hong Kong, and Ben-Gurion University of the Negev are the institutions with the most notable influence. The current situation and research trends are discussed in the article

Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers:A structural equation model

The current research aims to explore the impact of Science and Mathematics teachers&rsquo; self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers&rsquo; self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. Keywords: intent-to-leave, self-efficacy, science and mathematics teachers, wellbein

Teachers’ affective and physical well-being:emotional intelligence, emotional labour and implications for leadership

PurposeThis study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.Design/methodology/approachThe quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.FindingsThe final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.Originality/valueTo the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources

Teachers’ Moral Intelligence: A Scale Adaptation into Turkish and Preliminary Evidence

The purpose of this work is to adapt the existing Moral Competency Index (MCI) developed by Lennick and Kiel in a sample of teachers. The validated Turkish version of MCI is based on the item pool of the original MCI with a slight adaptation of the items to fit the context of teacher leadership. The translated form was administered to 773 teachers in Gaziantep city. Exploratory factor analysis, Cronbach&rsquo;s Alpha and Split-half reliability, and item analysis were performed through SPSS, while the first and second order confirmatory factor analyses were performed through AMOS. Results showed that adapted Turkish form of MCI (Ogretmen Ahlaki Yeterlik Olcegi) is reliable and valid, and the four-dimensional original factorial structure (integrity, responsibility, forgiveness, and compassion) was confirmed and maintained. Finally, multiple regression analyses were performed. Results showed that female teachers have higher levels of moral competencies in the dimensions of integrity and forgiveness. Also, as teachers&rsquo; age increases, their general moral competency scores increase in the dimensions of integrity, responsibility, and compassion

Planting Hate Speech to Harvest Hatred: How Does Political Hate Speech Fuel Hate Crimes in Turkey?

Hate crimes against dissident groups are on the rise in Turkey, and political hate speech might have a triggering effect on this trend. In this study, the relationship between political hate speech against the Gulen Movement and the hate crimes perpetrated by ordinary people was examined through semi-structured interviews and surveys with victims. The findings suggest that a rise in political hate rhetoric targeting a given group might result in a corresponding rise in hate crimes committed against them, the effects of which have been largely overlooked in the current literature in the evolving Turkish context