Kindergarten Teachers’ Self-Efficacy: A Bibliometric Analysis and Literature Review

Abstract

In recent years, the self-efficacy of kindergarten teachers has garnered significant attention from scholars. To gain a comprehensive understanding of the current research landscape in this area, a review of relevant literature is essential. This study used bibliometric methods to analyze 158 publications on kindergarten teachers' self-efficacy sourced from the Scopus database. Findings reveal a steady increase in research on this topic, with particular focus on teachers’ attitudes. Key areas of interest in this field include professional development, job satisfaction, teacher training, pre-service education, and school climate. Emerging themes include the impacts of teacher training, and psychological well-being. Citation analysis identified 27 h-classic publications in this field, with nearly half originating from the United States. These publications primarily emphasize professional development, motivation, school climate, and science teaching methods. This bibliometric analysis offers researchers valuable insights into the current status, key areas, and emerging trends in kindergarten teacher self-efficacy research. It can serve as a reference for future studies, helping researchers understand the field's developmental trajectory and propose effective strategies to strengthen kindergarten teachers' self-efficacy.