ABSTRACT This study presents a comprehensive bibliometric analysis of research on teacher commitment, aiming to identify key trends, leading contributors, and thematic priorities in the field. This study offers a panoramic view of the evolution of teacher commitment scholarlship, which is essential for improving educational practices and informing future research. Drawing on 973 peer‐reviewed publications retrieved from the Scopus database (1968 to January 2024), the analysis employs biblioMagika, VOSviewer, and OpenRefine to examine citation patterns, coauthorship networks, and keyword co‐occurrences. The findings reveal a notable increase in research output since 2014, with the United States emerging as the most influential contributor (240 publications, 24.7%). The Education University of Hong Kong ranks as the most productive institution (19 publications, 1.95%); while Teaching and Teacher Education leads among journals (22 publications, 2.26%), highlighting its central role in the discourse. Key themes include the influence of teacher commitment on student achievement, the role of leadership in promoting teacher engagement, and the growing attention to psychological dimensions such as well‐being and mental health. The study also underscores the prominence of specific countries and institutions, as well as the conceptual importance of keywords like “organizational commitment” and “teacher commitment.” This review advances prior scholarship by offering a visual, data‐driven mapping of the literature. It provides a solid foundation for future inquiry, drawing attention to both long‐standing concerns and emerging trajectories within the evolving landscape of teacher commitment research.
Tang et al. (Thu,) studied this question.
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