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This study examines the development of teacher agency research as a temporally evolving field from 1993 to 2024 using a periodized science-mapping approach. Bibliometric analyses of 1125 Scopus-indexed publications trace the field's geographical, thematic, and intellectual reconfiguration. Findings show that scholarship has expanded from an initial concentration in English-speaking countries to a more internationally distributed landscape, with two European research groups exerting notable influence. Thematic patterns exhibit increasing alignment with educational reform agendas. The field's intellectual structure comprises three interrelated strands: theoretical foundations, teacher research, and studies of educational change and leadership. By conceptualizing teacher agency research as a dynamic field rather than a static body of knowledge, this study provides a temporally structured mapping that clarifies its development and integrates three decades of research. It also identifies emerging areas for future inquiry, including digitalization, inclusion, and the role of teacher agency in relation to artificial intelligence and sustainability.
Pan et al. (Sat,) studied this question.