{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,29]],"date-time":"2026-10-29T18:40:11Z","timestamp":1793299211358,"version":"4.5.0"},"reference-count":69,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T00:00:00Z","timestamp":1733788800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>This current systematic review of research represents an attempt to unveil a descriptive picture of the evolving state of the body of knowledge about the well-being of early childhood education (ECE) teachers over 31 years from 1993 to 2023. In this review, 167 articles selected from SCOPUS are analysed using a descriptive quantitative approach. The analysis shows that quantitative research methods and empirical research are predominant in this field. Significant increases have been identified in qualitative and mixed-method research approaches in recent years, presaging a more balanced knowledge base in the near future. However, there has been little change in the scarcity of other research types. Meanwhile, the fragmented conceptualization of well-being, as well as its corresponding measurement, remains an outstanding issue. Overall, this review lays the groundwork for an understanding of the current trajectory of well-being research, especially with respect to ECE teachers, from a developmental perspective.<\/jats:p>","DOI":"10.3390\/bs14121179","type":"journal-article","created":{"date-parts":[[2024,12,10]],"date-time":"2024-12-10T08:40:10Z","timestamp":1733820010000},"page":"1179","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":9,"title":["A Systematic Review of Research Patterns and Trends in Early Childhood Education Teacher Well-Being from 1993 to 2023: A Trajectory Landscape"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5579-9871","authenticated-orcid":false,"given":"Xinlin","family":"Li","sequence":"first","affiliation":[{"name":"School of Foreign Languages and International Business, Guangdong Mechanical and Electrical Polytechnic, No. 2 Chanchushi Rd. East, Baiyun District, Guangzhou 510515, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lutong","family":"Zhang","sequence":"additional","affiliation":[{"name":"College of Applied Technology, Yunnan Minzu University, No. 134, Yi Er Yi Street, Wuhua District, Kunming 650000, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3235-0967","authenticated-orcid":false,"given":"John Chi-Kin","family":"Lee","sequence":"additional","affiliation":[{"name":"Department of Curriculum and Instruction, Academy for Educational Development and Innovation (AEDI), The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1549-7991","authenticated-orcid":false,"given":"Junjun","family":"Chen","sequence":"additional","affiliation":[{"name":"Department of Education Policy and Leadership, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong, China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2024,12,10]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"105061","DOI":"10.1016\/j.childyouth.2020.105061","article-title":"Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy","volume":"115","author":"Kwon","year":"2020","journal-title":"Child. 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