The research examined global trends in teacher management studies between 2020 and 2026. For decades, teacher management was largely associated with bureaucratic functions such as recruitment, placement, and evaluation. However, changing educational demands and the COVID-19 pandemic accelerated a broader understanding of teacher management, one that increasingly includes wellbeing, digital competence, motivation, and institutional support.
According to Andi Nur Qalbi and colleagues, previous scholarship often addressed teacher management in fragmented ways, focusing on isolated issues rather than examining the field as an interconnected system. Their study sought to bridge that gap by combining systematic literature review and bibliometric analysis to provide a more comprehensive perspective while connecting global developments with Indonesian realities.
The researchers employed a Systematic Literature Review integrated with bibliometric analysis. Data were collected from three major academic databases—Scopus, Web of Science, and Google Scholar. From an initial pool of 350 publications, the team used the PRISMA screening protocol to narrow the dataset to 50 peer-reviewed articles considered most relevant and methodologically rigorous.
Bibliometric analysis enabled the researchers to map publication patterns, keyword relationships, and thematic developments across global teacher management studies. Using VOSviewer software, the team visualized how research themes evolved and interacted over time.
The findings reveal a substantial increase in global teacher management publications during 2020–2026, with the strongest acceleration occurring after 2022. The surge reflects growing international concern about teacher workforce sustainability following pandemic-related disruptions.
Several key findings stand out:
- Around 60 percent of publications focused on digital transformation and teacher competence.
- Approximately 25 percent emphasized teacher wellbeing and retention.
- Research priorities shifted from administrative concerns toward burnout, mental health, digital readiness, and teacher retention strategies.
The bibliometric mapping identified four dominant research clusters shaping global teacher management scholarship.
The first cluster centers on professional development and teacher policy. Studies within this area emphasize continuous training, instructional leadership, and professional learning communities as key drivers of teacher quality.
The second cluster focuses on teacher retention and motivation. Global research increasingly suggests that retaining teachers depends not only on financial incentives but also on professional autonomy, supportive work environments, and psychological wellbeing.
The third cluster addresses digital transformation and post-pandemic adaptation. Teachers are now expected to manage online learning, integrate educational technologies, and respond to rapidly changing policies. Yet digitalization also creates challenges, including infrastructure disparities and heavier workloads.
The fourth cluster highlights teacher wellbeing and burnout. This area has gained prominence as teachers worldwide report rising stress levels caused by administrative burdens, technological pressures, and curriculum changes.
Based on these findings, Andi Nur Qalbi and his colleagues proposed an integrative teacher management model consisting of four interconnected elements: quality-based recruitment, equitable teacher distribution, continuous professional development, and wellbeing-oriented retention strategies.
The researchers argue that isolated reforms are no longer sufficient. Policies emphasizing technology or training alone, without addressing teacher wellbeing and institutional support, risk producing only short-term improvements.
The study carries significant implications for Indonesia. The national education system continues to face unequal teacher distribution, infrastructure gaps, and administrative workloads that limit teachers’ instructional focus.
The findings suggest Indonesia should move toward teacher-centered policies that reduce bureaucratic burdens, strengthen continuous professional learning, and support teachers’ mental wellbeing.
The researchers also caution against direct policy transfer from developed countries. Nations such as Singapore and Finland prioritize teacher quality and long-term retention through structured career pathways and strong institutional support. Developing countries, however, often face more fundamental challenges related to access, infrastructure, and workforce distribution.
For Indonesia, with its collectivist culture and diverse geography, effective teacher management requires contextual adaptation rather than simple policy imitation. Collaborative learning and community-based professional development may offer more sustainable solutions.
Author Profile
Andi Nur Qalbi is an academic and researcher from the Doctoral Program, Graduate School, Makassar State University, specializing in educational management, education policy, and teacher workforce development. The study was conducted together with Ardiansyah and Anshar, who focus on educational leadership and sustainable education systems.
Research Source
Qalbi, A. N., Ardiansyah, & Anshar. (2026). Global Trends in Teacher Management: Evidence from a Global Bibliometric Systematic Review (2020–2026). Indonesian Journal of Advanced Research (IJAR), Vol. 5 No. 5, pp. 543–556. DOI: 10.55927/ijar.v5i5.16496.
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