Exploring the knowledge structure of coping strategies in teacher education research

Abstract

Coping strategies have become more prevalent in teacher education as coping is essential for thriving in this present era of unforeseen changes that increase the demands of the teaching profession. Considering the field’s significance and breadth, bibliometric analysis – a rigorous analysis of large volumes of scientific data – was undertaken with the aim of capturing the field’s entire knowledge structure. The study conducted performance and science mapping analyses on 238 empirical articles from Web of Science (1992–2023). Findings indicate the field’s publication trend, most productive authors, journals, affiliations, and nations, most referenced papers, and most prominent terms. The themes encompassed different emphases: COVID-19, workplace changes, professional context, stress, and related constructs. The topics informed purposes of coping strategies, their relation with different variables, and research methodologies applied in coping strategies studies. The study delineates the scientometric landscape of the field, illuminating potential areas of inquiry and scope for future studies.

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European Journal of Teacher Education
ISSN: (Print) (Online) Journal homepage: www.tandfonline.com/journals/cete20
Exploring the knowledge structure of coping strategies in
teacher education research using bibliometric analysis
Shwe Ye Phyo & Erika Kopp
To cite this article: Shwe Ye Phyo & Erika Kopp (03 Feb 2025): Exploring the knowledge
structure of coping strategies in teacher education research using bibliometric analysis,
European Journal of Teacher Education, DOI: 10.1080/02619768.2025.2458496
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Exploring the knowledge structure of coping strategies in
teacher education research using bibliometric analysis
Shwe Ye Phyo
a,b
and Erika Kopp
c,d
a
Doctoral School of Education, ELTE Eötvös Loránd University, Budapest, Hungary;
b
Department of
Educational Theory and Management, Yangon University of Education, Yangon, Myanmar;
c
Institute of
Education, ELTE Eötvös Loránd University, Budapest, Hungary;
d
Faculty of Education, J.Selye Univesity,
Komarno, Slovakia
ABSTRACT
Coping strategies have become more prevalent in teacher educa-
tion as coping is essential for thriving in this present era of unfore-
seen changes that increase the demands of the teaching
profession. Considering the eld’s signicance and breadth, biblio-
metric analysis – a rigorous analysis of large volumes of scientic
data – was undertaken with the aim of capturing the eld’s entire
knowledge structure. The study conducted performance and
science mapping analyses on 238 empirical articles from Web of
Science (1992–2023). Findings indicate the eld’s publication trend,
most productive authors, journals, aliations, and nations, most
referenced papers, and most prominent terms. The themes encom-
passed dierent emphases: COVID-19, workplace changes, profes-
sional context, stress, and related constructs. The topics informed
purposes of coping strategies, their relation with dierent variables,
and research methodologies applied in coping strategies studies.
The study delineates the scientometric landscape of the eld, illu-
minating potential areas of inquiry and scope for future studies.
ARTICLE HISTORY
Received 28 May 2024
Accepted 20 January 2025
KEYWORDS
Coping strategies; teacher
education; bibliometric
analysis
Introduction
Teachers frequently experience high levels of stress due to their workload, classroom
management problems, students’ misbehaviours, emotional strains of supporting
unique individuals (students), and challenges in balancing their professional and
personal lives. Teachers also have professional identity tensions evolved from the
conicts between their ideals and actual feasibility (Pillen, Beijaard, and Den Brok
2013). That is why Fokkens-Bruinsma et al. (2023) stated that being a teacher is
challenging. Besides the demands of the profession itself, the teaching profession
has been made more challenging by unprecedented changes and stressors like the
COVID-19 pandemic. Thus, teachers are required to make eorts to handle all these
diverse problems in the person – environment relationship, which is coping (Lindqvist
2019), and use various coping strategies to thrive, not just survive. This prompted
CONTACT Shwe Ye Phyo syp196@student.elte.hu Doctoral School of Education, ELTE Eötvös Loránd University,
Kazinczy u. 23-27, Budapest 1075, Hungary
EUROPEAN JOURNAL OF TEACHER EDUCATION
https://doi.org/10.1080/02619768.2025.2458496
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any med-
ium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article
has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

educational institutions to support preservice teachers and in-service teachers to be
not only eective but also resilient so that they are capable of thriving in their roles.
Hence, the signicance of coping strategies in teacher education context has garnered
recognition, and coping strategies have emerged as a research hotspot for education
researchers worldwide.
Coping strategy is a process in which an individual attempts to manage stress by
utilising a variety of psychological mechanisms and techniques both behaviourally and
cognitively (Lazarus and Folkman 1986). Stress is the feeling of negative job-related
emotions linked to the depletion of psychological resources (Lazarus and Folkman
1984). This denition clearly described the purpose of coping, which was also in line
with the function of coping strategies argued by Parker and Endler (1992), who stated the
purpose as lessening, minimising, regulating, or enduring stress. According to Lazarus and
Folkman (1984), coping strategies can be divided into emotion-focused and problem-
focused strategies. Emotion-focused coping strategies are meant to regulate emotions in
circumstances where people feel they have no control over the stressful situation,
whereas problem-focused coping strategies deal with the stressors directly and are
appropriate when people feel they have some inuence over the stressful situation
(Lazarus and Folkman 1984).
Thus far, the published research has proved that teachers’ coping strategies have an
impact on their commitment to teaching, health, and well-being (Cancio et al. 2018),
motivation, participation, emotional stability, and job satisfaction (Pyhältö et al. 2021),
attrition (Lindqvist 2019), and student outcomes (Kyriacou 2001; Schwarzer and Hallum
2008). Compared to teachers with fewer coping resources, those with access to them are
less likely to report burnout (Betoret 2006). Gustems-Carnicer and Calderon (2013) also
claimed that coping is a crucial factor in the process of lowering, minimising, or enduring
stress. In addition to in-service teachers and student outcomes, coping strategies were
also found to aect student teachers’ psychological discomfort and academic develop-
ment (Gustems-Carnicer and Calderon 2013).
It is also evident that coping strategies are linked to emotional exhaustion (Baeriswyl,
Bratoljic, and Krause 2021; García-Arroyo and Osca Segovia 2019; Pogere et al. 2019),
burnout and intention to leave the eld (Lee 2019), occupational stress and mental health
(Jiang, Du, and Dong 2017), academic achievement, academic stress, and emotional
intelligence (García-Martínez et al. 2021), and self-regulated learning (Gaeta, Gaeta, and
Rodriguez 2021). Furthermore, there is compelling evidence to suggest that coping
strategies have a signicant impact on workplace dynamics, especially when it comes
to curriculum change (McCormick, Ayres, and Beechey 2006), technology integration (Al-
Fudail and Mellar 2008; Hidalgo-Andrade, Hermosa-Bosano, and Paz 2021; Pawlak et al.
2021), and the introduction of new teaching methodologies (Spronken-Smith et al. 2011).
Being a crucial topic in the context of teacher education, a wealth of coping strategies
studies, including empirical articles and review papers, are available. Systematic reviews
with a specic focus, such as coping strategies of science teachers (Chen and Xiao 2021)
and coping strategies of university lecturers (Lima et al. 2023), and those with a wider
scope, like coping issues as a topic in teacher education research (Chaw and Kopp 2021),
are also accessible. Given the abundance of the already published pertinent articles, it is
worthwhile to conduct a bibliometric study to map the entire knowledge structure of this
expansive eld.
2S. Y. PHYO AND E. KOPP

Our search revealed that there is no bibliometric study that specically addresses
coping strategies in teacher education. Our bibliometric study delineated the sciento-
metric landscape of the eld by exploring the eld’s publication trend, most productive
authors, journals, aliations, and nations, most prominent terms, most cited articles,
themes, topics, and international collaboration. These aspects were identied through
research proling, performance analysis, and science mapping analysis. The methodology
section presents a thorough account of these analysis techniques, and the subsequent
result section provides clear answers to the research questions. The discussion section
oers a comprehensive overview of the research outcomes, placing them within the wider
context of the eld.
Research questions
(1) What is the publication trend of coping strategies in teacher education?
(2) Which authors, journals, aliations, and nations are the most productive?
(3) Which articles have been cited the most?
(4) Which terms are the most prominent?
(5) What are the themes of coping strategies in teacher education portrayed by
bibliographic coupling?
(6) What are the topics of coping strategies in teacher education depicted by co-
occurrence analysis?
(7) How is international collaboration going?
Methodology
The exponential growth in scientic knowledge production has made it increasingly
dicult to track research developments, identify gaps, and classify existing information
using traditional literature reviews such as narrative, critical or meta-analysis (Öztürk,
Kocaman, and Kanbach 2024). In response, researchers have increasingly turned to
bibliometric analysis (Jain et al. 2022), which provides a macro-level approach to the
structure and dynamics of research domains (Öztürk 2021).
A reliable and comprehensive database is crucial for bibliometric studies. We decided
to rely on a single database, as techniques such as co-citation and citation analyses cannot
be eectively performed on merged databases due to their dierent metadata encoding
approaches (Aria and Cuccurullo 2017). Web of Science (WoS) is widely recognised as
a preferred choice for scientic publication analysis due to its extensive coverage (Li,
Rollins, and Yan 2018), accurate data, and high keyword sensitivity (Gusenbauer 2022).
Additionally, most research in teacher education is indexed in WoS, especially in such
areas as educational science, social science, arts, humanities, and psychology (Chaw and
Kopp 2021). Empirical studies that concentrate more on reporting new empirical evidence
(Li et al. 2022) are emphasised to gain insights on research development. To capture
relevant studies, the keywords ‘coping strategies’ and ‘teacher education’ were searched
using the Topic Search function in WoS. To handle a large number of articles, we applied
systematic literature review techniques, following Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et al. 2009) to reduce
bias and ensure transparency and replicability in the data collection process
EUROPEAN JOURNAL OF TEACHER EDUCATION 3

(Linnenluecke, Marrone, and Singh 2020). This method has been widely used in biblio-
metric research (El Archi et al. 2023; Maier et al. 2020; Pham et al. 2023).
The inclusion criteria for this study were (i) publications before 2024, (ii) empirical
articles in psychology, arts, humanities, social sciences, and educational sciences, (iii)
English-language articles, and (iv) studies addressing such variables as coping and tea-
chers. The search and screening process is outlined in Figure 1, and the key detail of data
is presented in Figure 2.
Data analysis was performed using Biblioshiny, which provides various analyses and
visualisation tools (Aria and Cuccurullo 2017) and VOSViewer, which generates clear visual
maps of the research domains (Zhang, Quoquab, and Mohammad 2024).
As the study’s framework, research proling was employed, with the data
analysed through performance analysis and science mapping analysis. Research
proling is the comprehensive examination of a broad range of literature to
discern patterns and trends, and it encompasses topic, subject, and general
Figure 1. Selecting and screening process.
Figure 2. Main information on data.
4S. Y. PHYO AND E. KOPP

research proling (Porter, Kongthon, and Lu 2002). For general research proling,
performance analysis was utilised to assess the contributions of various research
constituents (Aria, Misuraca, and Spano 2020). This analysis evaluated the output of
authors, journals, institutions, and countries based on such metrics as the number
of publications (NP), total citations (TC), normalised total citations (NTC), and
h-index. The term ‘frequency’ refers to the number of occurrences of authors by
their country aliations, with contributions attributed to both the rst author and
co-authors (Aria and Cuccurullo 2017). Additionally, word cloud analysis was con-
ducted to highlight the most frequent keywords used by authors, with font sizes
reecting the frequency of each term – the larger the font, the higher the
occurrence. Productivity statistics (i.e., the number of articles) were complemented
by impact statistics (i.e., citations and h-index) to capture both the quantitative
and qualitative contributions of research constituents to the development of the
eld. To address citation biases favouring older publications, NTC was provided.
Science mapping focuses on the relationships between research constituents
(Cobo et al. 2011). To visualise these interactions, bibliographic coupling, co-
occurrence analysis, and co-authorship analysis were utilised. The nodes are
mapped and clustered using a unied approach that is based on the number of
links (co-occurrence or bibliographic coupling) and association strength between
nodes. See more detail in the article by Waltman, Jan Van Eck, and Noyons (2010).
Thus, all nodes in a visualisation may (not) be linked to each other but have
linkages with some node or nodes. Nodes in the same colour belong to the
same cluster (VanEck and Waltman 2019). For all science mapping analyses, asso-
ciation strength was selected for the normalisation method, default values were set
for layout attraction (2) and repulsion (0), and the resolution was set to 1.
Bibliographic coupling portrays the themes in the eld by examining the same biblio-
graphies between publications (Zhao and Strotmann 2008). In our case, this function was
run by using documents as the unit of analysis and the full counting method. The number
of same bibliographies was set to 20 and the minimum cluster size to 5. The node size
indicates the number of citations. Then, the authors read the articles’ abstracts in each of
the clusters and created a theme for each.
Co-occurrence analysis was employed to visualise the core topics within the
eld. This study used author keywords as the unit of analysis, applying the full
counting method. A minimum co-occurrence frequency of 3 was set, with a cluster
size threshold of 8. The size of each node reects the frequency of keyword
occurrences. Afterwards, the authors conducted a detailed examination of all key-
words in each cluster and assigned a thematic title that encapsulates the key
concepts represented by the clustered terms.
Co-authorship analysis was performed to illustrate the intellectual collaborations
between nations (Acedo et al. 2006). The connections between countries are repre-
sented by links, with the thickness of the link indicating the collaboration strength. In
this study, the unit of analysis was countries, and the counting method was full
counting. A minimum threshold of 3 documents per country was set, with a cluster
size threshold of 3. The size of each node corresponds to the number of publications
produced by each country. The results of these analyses are discussed in the subse-
quent section.
EUROPEAN JOURNAL OF TEACHER EDUCATION 5

Results
Trend of coping strategies in teacher education publications
A total of 238 articles were published before 2024. Figure 3 indicates a rising publication
trend with a noticeable increase after 2018. The top year in terms of citations was 2020
with 459 citations. Despite having a high number of publications in 2022 (37) and 2023
(49), these years had a low number of citations as the number of citations depends on the
article’s published date.
Top ten most productive authors, journals, aliations, and nations
Based on the number of eld-related publications, Table 1 lists productive writers and
journals in the eld of coping strategies in teacher education. Lindqvist Henrik was the
most prolic author with 8 publications and 109 citations, followed by Weurlander Maria
(7 publications, 88 citations), Wernerson Annika (7 publications, 88 citations), and
Thornberg Robert (7 publications, 88 citations). The h-index of these four authors was
the same (5). However, Calderon Caterina and Gustems-Carnicer Jose were found to be
0
50
100
150
200
250
300
350
400
450
500
0
5
10
15
20
25
30
35
40
45
50
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
2022
2023
Number of citations
Number of articles
Year
Number of articles Number of citations
Figure 3. Publication trend of coping strategies in teacher education.
Table 1. Top ten most productive authors and journals.
Authors NP h-index TC Journals NP h-index TC
Lindqvist Henrik 8 5 109 Teaching and Teacher Education 16 11 409
Thornberg Robert 7 5 88 European Journal of Teacher Education 8 5 141
Wernerson Annika 7 5 88 Teachers and Teaching 6 4 92
Weurlander Maria 7 5 88 Frontiers in Psychology 5 3 39
Calderon Caterina 4 4 192 Journal of Education for Teaching 4 4 103
Gustems-Carnicer Jose 4 4 192 Australian Journal of Teacher Education 4 3 25
Cruickshank Vaughan 4 3 22 British Journal of Educational Psychology 3 3 398
Stoehr Kathleen Jablon 3 3 35 Teaching in Higher Education 3 3 77
Antoniou Alexander-Stamatios 3 3 34 Educational Review 3 3 50
Beltman Susan 3 3 32 Education Sciences 3 2 5
6S. Y. PHYO AND E. KOPP

the most cited authors, with 192 total citations though these authors had only 4 publica-
tions with an h-index of 4. Teaching and Teacher Education published more relevant
papers (16) than the other journals in the top ten list like European Journal of Teacher
Education (8), Teachers and Teaching (6), and Frontiers in Psychology (5). In addition,
Teaching and Teacher Education was found to possess the highest h-index (11) and the
highest number of citations (409). European Journal of Teacher Education had the second
highest h-index (5) with 141 total citations, and the British Journal of Educational
Psychology was the second most cited journal (398) with an h-index of 3 and 3
publications.
Table 2 enumerates signicant universities and nations in the eld based on the
number of publications. The most productive universities were Linköping University,
Karolinska Institutet, University of Tasmania, and University of Barcelona, with 8, 7, 5,
and 4 publications in each, respectively. Regarding the number of citations, the University
of Barcelona received the highest citation counts (192), followed by Linköping University
(109) and Karolinska Institutet (88), which possessed the highest h-index of 5. The top
three nations were the USA, Spain, and Sweden, with respective frequencies of 64, 32, and
32. The USA had a higher h-index (15) and a higher number of citations (667) than the
other nations. Spain and Australia possessed the second highest h-index (10), and the UK
was the second most cited nation (647), followed by Spain (425).
Top ten most cited articles
The eld’s most cited articles are included in Table 3. These articles depict dierent targets
of coping strategies. For example, the rst widely mentioned piece was related to the
impact of COVID-19 on teachers’ work patterns (Kim and Asbury 2020). The second most
cited article emphasised developing a structural equation model with school resources,
ecacy, multilevel stressors, and burnout (Betoret 2009). Some articles focused on ICT use
in the classroom (Al-Fudail and Mellar 2008), surviving in the early career phase (Le
Maistre and Paré 2010), and sources of stress teachers face (Richards 2012).
Table 2. Top ten most productive affiliations and nations.
Affiliations NP h-index TC Nations Frequency h-index TC
Linköping University 8 5 109 USA 64 15 667
Karolinska Institutet 7 5 88 Spain 32 10 425
University of Tasmania 5 4 36 Sweden 32 5 178
University of Barcelona 4 4 192 China 30 7 190
Royal Institute of Technology 4 4 75 Turkey 29 8 233
Gazi University 4 2 18 Australia 28 10 321
Stockholm University 4 3 16 Israel 18 6 81
Tallinn University 3 3 75 UK 16 9 647
Ohio State University 3 3 61 Ghana 15 4 38
Curtin University 3 3 32 Finland 13 6 184
EUROPEAN JOURNAL OF TEACHER EDUCATION 7

Top ten most prominent terms
Figure 4 describes that coping strategies and coping have garnered high research interest
with respective frequencies of 49 and 21. The word cloud describes the subjects of the
Table 3. Top ten most cited articles.
Articles TC NTC
Kim, Lisa E., and Kathryn Asbury. 2020. ‘“Like a Rug Had Been Pulled from Under You”: The Impact of
COVID‐19 on Teachers in England During the First Six Weeks of the UK Lockdown’. British Journal of
Educational Psychology 90 (4): 1062–1083. https://doi.org/10.1111/bjep.12381.
229 10.98
Betoret, Fernando Doménech. 2009. ‘Self‐Efficacy, School Resources, Job Stressors and Burnout Among
Spanish Primary and Secondary School Teachers: A Structural Equation Approach’. Educational
Psychology 29 (1): 45–68. https://doi.org/10.1080/01443410802459234.
143 3.69
Al-Fudail, Mohammed, and Harvey Mellar. 2008. ‘Investigating Teacher Stress When Using Technology’.
Computers & Education 51 (3): 1103–1110. https://doi.org/10.1016/j.compedu.2007.11.004.
108 3.06
Le Maistre, Cathrine, and Anthony Paré. 2010. ‘Whatever It Takes: How Beginning Teachers Learn to
Survive’. Teaching and Teacher Education 26 (3): 559–564. https://doi.org/10.1016/j.tate.2009.06.016.
102 3.54
Richards, Jan. 2012. ‘Teacher Stress and Coping Strategies: A National Snapshot’. Educational Forum, 76
(3): 299–316. https://doi.org/10.1080/00131725.2012.682837.
94 1.66
Lee, Ye Hoon. 2019. ‘Emotional Labor, Teacher Burnout, and Turnover Intention in High-School Physical
Education Teaching’. European Physical Education Review 25 (1): 236–253. https://doi.org/10.1177/
1356336X17719559.
93 5.05
Gustems-Carnicer, Josep, and Caterina Calderon. 2013. ‘Coping Strategies and Psychological Well-Being
Among Teacher Education Students’. European Journal of Psychology of Education 28: 1127–1140.
https://doi.org/10.1007/s10212-012-0158-x.
90 2.71
Nicolaides, Sonia, Toda, Yuichi, and Smith, Peter K. 2002. ‘Knowledge and Attitudes About School Bullying
in Trainee Teachers’., British Journal of Educational Psychology 72 (1): 105–118. https://doi.org/10.1348/
000709902158793.
87 1.66
Cooper, Cary L., and Kelly, Mike. 1993. ‘Occupational Stress in Head Teachers: A National UK Study’. British
Journal of Educational Psychology 63 (1): 130–143. https://doi.org/10.1111/j.2044-8279.1993.tb01046.x.
82 1.53
Brophy, Jere, and McCaslin, Mary. 1992. ‘Teachers’ Reports of How They Perceive and Cope with Problem
Students’. The Elementary School Journal 93 (1): 3–68. https://doi.org/10.1086/461712.
80 1.00
Terms coping
strategies
teacher
education
pre-
service
teachers
teachers stress coping covid-19 burnout novice
teachers
higher
education
Frequency 49 30 26 24 22 21 14 12 12 7
Figure 4. Top ten most prominent terms.
8S. Y. PHYO AND E. KOPP

study with such terms as ‘teachers’, ‘pre-service teachers’, ‘novice teachers’, and ‘in-service
teachers’. The word cloud also informs the related constructs found in coping strategies
research: burnout, COVID-19, online learning, online teaching, professional development,
resilience, self-ecacy, well-being, stress, and other concepts like mental health and
teacher identity.
Themes of coping strategies in teacher education eld
The bibliographic coupling by documents results in 43 articles in ve dierent clusters,
and they are displayed in Figure 5.
Cluster 1 (red colour) can be generally titled ‘Coping Strategies for Workplace Changes
and their Role in Teacher Education’. The study by Kim and Asbury (2020), which received
the highest citation count, emphasised coping strategies for abrupt change from in-
person teaching to remote teaching due to COVID-19, and others focused on coping
strategies to overcome barriers of introducing new methods or curriculum such as
inquiry-based learning (Spronken-Smith et al. 2011) and climate change education
(Ojala 2021). Cenkseven-Onder and Sari (2009) also investigated coping strategies
together with curriculum and school administration. Similarly, coping strategies were
studied with Chinese language teachers who moved to a new social and cultural work-
place (Wang and Du 2014) and teachers who had stutter students in the classroom
(Abdalla and Louis 2012). Regarding teacher education, coping strategies were
researched together with professional identity (Anspal, Eisenschmidt, and Löfström
2012), distressful situations (Lindqvist et al. 2017), challenging situations (Lindqvist
2019), and academic burnout (Väisänen et al. 2018).
Cluster 2 (blue colour) can be typically named ‘Professional Context and Coping
Strategies’. The study by Betoret (2009), which garnered the highest citation number
(143), looked at coping strategies with aspects of professional context like school
resources and multilevel stressors. The second most cited paper, conducted by Le
Figure 5. Themes of coping strategies in teacher education field.
EUROPEAN JOURNAL OF TEACHER EDUCATION 9

Maistre and Paré (2010), studied coping strategies as a means of assisting new
teachers in surviving their early career phase. Three studies emphasised exploring
the coping strategies applied by teachers working with students who have special
educational needs (Antoniou, Polychroni, and Kotroni 2009), students with identied
exceptionalities in the inclusive classroom (Brackenreed 2011), and students with
intellectual disabilities in mainstream schools (Forlin, Keen, and Barrett 2008).
A majority of studies focused on teachers’ coping strategies for professional demands:
evasion of audit culture (Wong 2008), school inspection by the Oce for Standards in
Education (Woods and Jerey 1998), professional accreditation process in teacher
education programme (Solbrekke and Sugrue 2014), and eects of technology inte-
gration in teaching-learning situations due to COVID-19 (Hidalgo-Andrade, Hermosa-
Bosano, and Paz 2021; Pawlak et al. 2021).
Cluster 3 (green colour) can be generally titled ‘Stress and Coping Strategies’. The
article with the highest citation count (108) focused on coping strategies for technostress
(Al-Fudail and Mellar 2008). Similarly, other studies examined sources of stress for teachers
of KG to Grade 12 (Richards 2012), occupational stress, burnout, and mental health (Jiang
et al. 2023), and stress in their special education teacher position (Cancio et al. 2018).
Other studies examined coping strategies with well-being (Aulén et al. 2021) and percep-
tion of curriculum change (McCormick, Ayres, and Beechey 2006).
Cluster 4 (yellow colour) can be generally titled ‘Coping Strategies, Emotion, and Work
Environment’. The frequently occurring construct in this cluster is emotional exhaustion,
and three studies have examined its relation with coping strategies (Baeriswyl, Bratoljic,
and Krause 2021; García-Arroyo and Osca Segovia 2019; Pogere et al. 2019). Some
research studied coping strategies with work environment-related constructs such as
perceived environmental chaos (Jeon, Hur, and Buettner 2016) and perceived work
climate (Jeon and Ardeleanu 2020). The study by Lee (2019) with the highest number of
citations (93) investigated the relationship between teacher burnout, emotional labour
methods and intention to leave the eld. Similarly, Sharp and Jennings (2016) emphasised
the impact of a mindfulness-based intervention (Cultivating Awareness and Resilience in
Education) on teachers’ use of mindfulness techniques for job-related stress and burnout.
Cluster 5 (pink colour) can be typically named ‘Signicance of Coping Strategies and
Academic-Related Constructs’. The article with the highest number of citations (90)
investigated the relation between coping strategies and psychological well-being
(Gustems-Carnicer and Calderon 2013). Lang et al. (2017) examined the eect of
a physical education-based coping training programme on stress, sleep, and coping skills.
Furthermore, this cluster also includes studies on coping strategies applied by teachers of
dierent career stages and in dierent sectors: preservice teachers’ use of coping strate-
gies during their student teaching experience (Paquette and Rieg 2016), comparing the
experiences of teachers of typical students and autistic students (Cappe et al. 2017),
teachers with dyslexia using coping strategies (Burns, Poikkeus, and Aro 2013), and
coping strategies of teachers in Higher Education (Devonport 2008). These studies vividly
underscore how signicant coping strategies are in the context of teacher education.
The second most cited article concentrated on coping strategies with academic achieve-
ment (Gustems-Carnicer, Calderon, and Calderon-Garrido 2019), and several studies also
identied coping strategies with academic-related constructs: academic achievement,
academic stress, and emotional intelligence (García-Martínez et al. 2021), belief for
10 S. Y. PHYO AND E. KOPP

preparing to pass a state certication examination (White and Bembenutty 2013), and
self-regulated learning (Gaeta, Gaeta, and Rodriguez 2021).
Topics of coping strategies in the eld of teacher education
The co-occurrence analysis by author keywords resulted in 43 keywords in four clusters,
and they are displayed in Figure 6.
Cluster 1 (red colour) can be typically named ‘Approach, Context, and Purpose of
Coping Strategies’. It includes approach-related constructs (grounded theory, narratives,
and qualitative research), context-related constructs (teacher education, special educa-
tion, and music education), and the purpose of coping strategies (anxiety, classroom
management, and stressors).
Cluster 2 (blue colour) can be named ‘Coping Strategies as a Component of Resilience’.
Resilience is a capacity (personal and contextual resources), process (strategies), and
outcome (Manseld et al. 2016). The constructs that emerged along with the appearance
of resilience are the components of resilience: emotional intelligence, self-ecacy, well-
being, and coping strategies. Context-describing terms such as secondary education and
teacher training are also included in this cluster.
Figure 6. Topics of coping strategies in teacher education field.
EUROPEAN JOURNAL OF TEACHER EDUCATION 11

Cluster 3 (green colour) can be generally titled ‘Coping Strategies and Related
Constructs’. In this cluster, the terms that attracted immense research interest, like
burnout, mental health, and stress, appeared. In addition, mindfulness, which has become
a topic of interest due to its relation with coping and resilience, also emerged. The cluster
also includes important constructs in teacher education such as engagement and profes-
sional development.
Cluster 4 (yellow colour) can be described as ‘COVID-19-Related Challenges and
Coping Strategies’. The occurrence of the COVID-19 pandemic demanded the
integration of technology in teaching-learning situations, as evidenced by the
terms like online learning and teaching. The occurrence of strategies in the cluster
may indicate that these strategies are used to overcome the challenges brought
about by the shift of technology integration.
International collaboration
The co-authorship analysis by countries reveals the international collaboration among 19
countries, which are grouped into four clusters as depicted in Figure 7.
China emerged as a signicant actor with a total link strength of 7 and had
scientic collaborations with Australia, Iran, Russia, the UK, the USA, and Turkey.
The UK ranked second in terms of international collaboration, maintaining partner-
ships with China, Ghana, Sweden, Switzerland, and Turkey. While the USA had the
highest number of publications, its intellectual collaborations were mainly with
China and the Philippines. Notably, the collaboration between China and the UK is
marked by the particularly strong intellectual tie.
Figure 7. International collaboration.
12 S. Y. PHYO AND E. KOPP

The bibliometric analysis further illustrates that Australia, Turkey, the UK, and
the USA were the leading countries within their respective clusters based on the
publication volume. The composition of these clusters demonstrates that research
collaboration in the eld of coping strategies in teacher education transcends
continental boundaries. For instance, cluster one includes countries from three
dierent continents. Additionally, it is noteworthy that a signicant proportion of
the countries presented in the analysis are located in Europe, highlighting the
region’s active participation in this eld of research.
Discussion
The authors have examined the state of the eld using bibliometric analysis. The results
have demonstrated coping strategies as an important concept in teacher education, the
standing of which has been developing over the decades.
According to Côrtes and Rodrigues (2016), the yearly increase in the production of
articles demonstrates the increased importance and focus of the research. Evidently, the
topic of coping strategies has a rising publication trend, with a signicant growth starting
from 2019. Considering the targets of the third sustainable development goal (well-being)
and the fourth (quality education), it may be argued that this upward trend will continue
in the future, and the topic will increasingly attract the attention of researchers world-
wide. Lindqvist had the highest number of publications and h-index, while Calderon and
Gustems-Carnicer received the highest number of citations. This can relate to the fact that
productivity depends mainly on the part of authors, while the number of citations
received is aected by author, journal, and paper-related factors (Tahamtan, Sapour
Afshar, and Ahamdzadeh 2016).
The research outputs in reputable journals evidence the topic’s signicance and impact
(Gavinolla, Livina, and Swain 2022). In the study, the top ten most productive journals
were found to be high-ranked journals with good quartile and cite scores. These journals
were predominantly education-focused, reecting the natural alignment of this research
with broader educational discourse. Researchers in the eld tend to submit their works to
these journals, reinforcing their role as key platforms for advancing the understanding of
coping strategies in teacher education. Moreover, institutions such as Linköping
University, which leads in terms of the number of publications, and the University of
Barcelona, whose authors have garnered the highest citation count, further demonstrate
the prominence of academic contributions from European institutions. While the USA has
the highest number of publications, citations, and h-index, the dominance of European
nations in the top ten lists of productive institutions and authors highlights the strong
global engagement with the topic, beyond the boundaries of any single region. Despite
a wide geographical spread, the eld-related papers have been published mainly by the
most developed countries. Potential explanations for the underrepresentation of
researchers from less developed countries could include limited access to scientic net-
works, inadequate research skills, insucient English prociency, and diculty obtaining
funding and travel grants (Amarante et al. 2022).
The most cited article was the impact of COVID-19 on teachers’ work patterns by Kim
and Asbury (2020). Thus, the initial concept of coping strategies, which is tied to mana-
ging stress (negative emotions), has evolved into the mechanism that aids in overcoming
EUROPEAN JOURNAL OF TEACHER EDUCATION 13

challenges before they become so stressful. This is reected by the emergence of COVID-
19 together with stress and burnout in the top ten prominent terms. Furthermore, the
word cloud describes the subject of coping strategies research, the impact of COVID-19
on teacher education, and the trend of technology integration in teaching-learning
situations. China possessed the highest international research ties and had the strongest
scientic collaboration with the UK. Thus, more collaboration between nations, particu-
larly collaboration with less developed ones, is required to ll up the research gaps, as
research on coping strategies will aid in addressing the threatening worldwide problems
of burnout and attrition.
The clusters of bibliographic coupling describe the research themes with dierent
emphases: COVID-19, workplace changes, professional context, stress, and relations with
other important constructs like emotional exhaustion and academic achievement. Like
the bibliographic coupling clusters, the clusters of co-occurrence analysis reveal relation
with other variables (resilience, burnout, engagement, mental health, and professional
development) and reasons for adopting coping strategies: classroom management, stres-
sors, and challenges arising from the COVID-19 pandemic. It also depicts research
approaches that cannot be observed in the clusters of bibliographic coupling.
Moreover, it was discovered that the majority of the terms in the co-occurrence analysis
clusters matched those in the topical structure of teacher education research by Ananin
and Lovakov (2022). The bibliographic coupling and co-occurrence analysis results por-
tray some matching evidence. For example, ‘Professional Context and Coping Strategies’,
which involves studies on coping strategies for technology integration in teaching-
learning situations due to COVID-19 (Hidalgo-Andrade, Hermosa-Bosano, and Paz 2021;
Pawlak et al. 2021), reects COVID-19 challenges in the co-occurrence analysis. As pre-
sented, the themes of bibliographic coupling have a wider scope than the topics of co-
occurrence analysis, which used only author keywords.
From these ndings, it may be asserted that coping is not limited to stressful situations,
and it is also necessary for positive outcomes like professional development and self-
regulated learning. Although the themes and topics highlight the breadth of the eld and
the substantial progress made in coping strategies studies, gaps still remain in the
literature. Notably, there is a lack of research on how teachers cope with unpredictable
and extreme conditions such as civil conicts, economic crises, and other disruptive
events that can signicantly impact the education system. Additionally, future research
should broaden its focus to include such topics as coping strategies for diverse and
inclusive classrooms, dealing with cyberbullying, managing students’ misuse of articial
intelligence, and addressing classroom misbehaviour. These areas of inquiry will be crucial
as educational contexts continue to evolve and new challenges arise in teaching
environments.
Our study explored the knowledge structure of coping strategies in teacher education
eld, indicating potential authors, institutions, and nations for future research collabora-
tion. The highly cited articles and the themes that emerged will be useful for early
researchers to explore the signicant research in the area and for experienced researchers
to nd the gaps. Since our study used only one database (WoS), future studies should
consider other databases such as Scopus. As we analysed articles between 1992 and 2023,
the results might not accurately reect the most recent advancements. Thus, future
researchers should identify this new pattern of development. In addition, applying
14 S. Y. PHYO AND E. KOPP

science mapping analysis with dierent units of analysis, like all keywords and keyword
plus, could enhance the depth of information. Incorporating qualitative assessments and
conducting thorough literature reviews would also provide a more nuanced understand-
ing of the eld. Nonetheless, the growing attention to coping strategies in teacher
education signies a promising and impactful area of research, with the potential to
address global teacher burnout and attrition. Given the rising worldwide issues (disasters,
wars, and economic instability) and the prominent appearance of resilience in coping
strategies research, research interest is predicted to shift more towards resilience and its
related constructs, including coping.
Acknowledgments
The authors acknowledge the contribution of bibliometric software developers to our article.
Disclosure statement
No potential conict of interest was reported by the author(s).
Notes on contributors
Shwe Ye Phyo is a Ph.D. student from Teacher Education and Higher Education Studies programme
(EDiTE) under Doctoral School of Education in ELTE Eötvös Loránd University (Hungary). She is also
a teacher educator at Department of Educational Theory and Management in Yangon University of
Education (Myanmar). Her research focus is on teacher education programmes and their develop-
ment. Her interests include various research methods, including literature review and innovative
qualitative methods.
Erika Kopp is a habilitated associate professor at Institute of Education in ELTE Eötvös Loránd
University (Hungary). She is also aliated with Faculty of Education in J.Selye Univesity, Komarno
(Slovakia). Her research focus is on Teacher Education (role of practice, curriculum, programme
design, teachers’ learning) and complex development of schools. Her interests include various
research methods, including literature review and innovative qualitative methods.
ORCID
Shwe Ye Phyo http://orcid.org/0000-0003-1684-9941
Erika Kopp http://orcid.org/0000-0001-6558-5351
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