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<p>This study conducted a bibliometric analysis of 525 journal articles on educators’ emotional intelligence research from 1998 to 2024, guided by both a four-dimensional framework and Job Demands-Resources theory. The study employed multiple bibliometric techniques including citation analysis, co-citation analysis, co-authorship analysis, co-occurrence analysis, and bibliographic coupling to map the intellectual landscape of this field. Through the four-dimensional lens, the analysis revealed temporal patterns of steady growth, spatial characteristics of broad geographical distribution yet limited collaboration, and compositional evolution from foundational concepts to contextualized applications. The Job Demands-Resources perspective further illuminated how educators’ emotional intelligence functions as a crucial personal resource in managing professional demands, particularly in emerging areas such as digital leadership, resilience, and creative performance. The synthesis through these complementary theoretical frameworks provides a systematic understanding of the field’s development, knowledge structure, and theoretical foundations. This integrated analysis also identifies critical directions for future research and practice in educational settings across different cultural contexts.</p>

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Emotional intelligence of educators: a bibliometric review, 1998–2024

  • 期刊论文

  • 发表日期：

    2025年4月14日

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  • Zan Li,
  • Xinlin Li,
  • Junjun Chen

摘要

This study conducted a bibliometric analysis of 525 journal articles on educators’ emotional intelligence research from 1998 to 2024, guided by both a four-dimensional framework and Job Demands-Resources theory. The study employed multiple bibliometric techniques including citation analysis, co-citation analysis, co-authorship analysis, co-occurrence analysis, and bibliographic coupling to map the intellectual landscape of this field. Through the four-dimensional lens, the analysis revealed temporal patterns of steady growth, spatial characteristics of broad geographical distribution yet limited collaboration, and compositional evolution from foundational concepts to contextualized applications. The Job Demands-Resources perspective further illuminated how educators’ emotional intelligence functions as a crucial personal resource in managing professional demands, particularly in emerging areas such as digital leadership, resilience, and creative performance. The synthesis through these complementary theoretical frameworks provides a systematic understanding of the field’s development, knowledge structure, and theoretical foundations. This integrated analysis also identifies critical directions for future research and practice in educational settings across different cultural contexts.