





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 3, 2025 

www.scholink.org/ojs/index.php/elsr 

106 
 

Original Paper 

Visualization Analysis of Research Hotspots and Trends of 

Teacher Emotional Intelligence by Citespace—Based on the 

Web of Science Core Collection (2014–2024) 

Xinyi Wang1 

1 School of English Studies, Xi’an International Studies University, Xi’an, China 

 

Received: July 10, 2025          Accepted: July 25, 2025       Online Published: August 13, 2025 

doi:10.22158/elsr.v6n3p106         URL: http://dx.doi.org/10.22158/elsr.v6n3p106 

 

Abstract 

This research employs CiteSpace 6.4 to analyze teacher emotional intelligence (TEI) trends in SSCI 

journals from 2014-2024. Bibliometric analysis reveals TEI publications experienced slow initial growth 

followed by fluctuating increases. Three dominant themes emerged: (1) validation of emotional 

intelligence measurement scales, (2) examination of TEI’s relationship with teacher burnout and 

instructional effectiveness, and (3) development of theoretical models. Comparative analysis shows 

international studies emphasize TEI’s role in technology integration and emotional regulation’s impact 

on teaching outcomes, while domestic research primarily focuses on professional development and 

classroom management. The field has evolved from broad conceptual explorations to context-specific 

investigations, particularly regarding workplace factors and teaching environments. However, domestic 

research exhibits slower progress in adopting technological perspectives compared to international 

scholarship. The findings suggest future studies should: (1) strengthen interdisciplinary approaches 

combining psychology and education technology, (2) investigate individual differences in TEI 

development, and (3) explore TEI’s applications in digital learning environments. This systematic review 

provides valuable insights for researchers and policymakers seeking to enhance teacher development 

programs through emotional intelligence frameworks. 

Keywords 

emotional intelligence, teacher emotions, bibliometric analysis, educational psychology 

 

1. Introduction 

The concept of emotional intelligence (EI), popularized by Goleman (1998), refers to the ability to 

recognize, understand, manage, and influence one’s own and others’ emotions. In the field of education, 



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teachers’ emotional intelligence has profound implications for teaching effectiveness and student 

development, serving as a critical factor influencing instructional quality, teacher-student relationships, 

and learning outcomes (Hargreaves, 1998). Teachers are not only responsible for knowledge transmission 

but also for managing emotional dynamics in the classroom and addressing various pedagogical 

challenges, where emotional intelligence plays an indispensable role. 

Although EI has not traditionally been part of formal teacher education curricula, growing recognition 

of its role in academic and life success—particularly its correlation with student development in areas 

such as academic achievement, social competence, and mental well-being (Zeidner, Matthews, & Roberts, 

2012)—has established EI as a focal point in psychological and educational research. In recent years, 

with the rise of positive psychology, EI has garnered increasing scholarly attention as a key factor in 

enhancing subjective well-being and mental health. In teacher education, emotional intelligence not only 

influences educators’ self-efficacy, psychological health, and job satisfaction but also positively impacts 

students’ socio-emotional development and academic performance. 

Over the past decade (2014–2024), significant changes in educational environments—such as the 

proliferation of digital teaching and evolving pedagogical philosophies—have driven continuous 

advancements in research on teachers’ emotional intelligence. However, domestic studies on this topic 

remain relatively scarce. A CNKI search using “teacher emotional intelligence” as the keyword yields 

only 94 publications, with merely 21 classified as CSSCI sources. Only one systematic review exists 

(Luo & Sui, 2017), in stark contrast to the abundant international literature, particularly in SSCI journals, 

where multifaceted explorations of teacher EI are prevalent. Furthermore, existing research is fragmented, 

lacking comprehensive synthesis. Thus, this study employs CiteSpace to conduct a systematic review 

and knowledge-mapping visualization analysis of SSCI-indexed teacher EI research from 2014–2024, 

aiming to contribute to the development of domestic scholarship in this field. 

 

2. Methodology 

2.1 Data Sources 

The data for this study primarily come from SSCI journals in the Web of Science Core Collection 

database. The search terms include “teacher emotional intelligence,” “emotional intelligence of 

educators,” and “teacher EI,” with the search scope limited to the topic field. The literature type is 

restricted to research articles and reviews, and only English-language publications are included. The 

publication period spans from January 2014 to January 2025, yielding an initial pool of 589 publications. 

To ensure accuracy, a manual screening process is conducted based on titles, abstracts, and keywords, 

excluding irrelevant studies that do not focus on teachers’ emotional intelligence in educational contexts. 

This process results in a final dataset of 190 English-language articles. Key information such as authors, 

titles, abstracts, keywords, and references is exported in .txt format, with data type set to “full record and 

cited references” for analysis. 

 



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2.2 Research Methods 

This study employs bibliometric analysis and keyword co-occurrence methods, utilizing CiteSpace 6.4 

as the primary analytical tool. Knowledge graph visualization technology integrates large-scale literature 

data to visually present the developmental trajectory, research hotspots, and emerging trends in a given 

field (Chen, 2006). First, bibliometric analysis is applied to examine publication trends and trace the 

evolution of the research domain. Second, keyword co-occurrence networks are constructed to identify 

current research hotspots and frontier issues. 

 

3. Results 

3.1 Research Outputs 

The annual publication output of international research on teacher emotional intelligence (TEI) 

demonstrates a fluctuating yet overall upward trend from 2014 to 2024 (see Figure 1). The development 

can be categorized into two distinct phases: the initial exploration phase (2014-2018) and the fluctuating 

growth phase (2019-2024). 

During the initial exploration phase, as requirements for teachers’ comprehensive competencies gradually 

increased, TEI began attracting academic attention. However, research remained in its preliminary stages, 

with limited annual publications showing slow growth - increasing from merely 5 papers in 2014 to 9 in 

2018. 

The subsequent phase witnessed more dynamic development. With advancements in educational 

psychology and deeper understanding of teacher-student interactions, TEI research gained significant 

momentum. Although publication numbers fluctuated between 2019 and 2021, they peaked at 43 papers 

in 2022. The subsequent decline in 2023 may reflect the emergence of competing educational research 

topics that diverted scholarly attention and resources. Notably, publications rebounded to 40 in 2024, 

indicating sustained interest in this field. This suggests that international scholars have developed a more 

profound recognition of TEI’s significance in educational practice, while simultaneously reflecting the 

evolving nature of educational research priorities. The fluctuations particularly in 2022-2024 may signify 

both the maturation of TEI research and its interaction with emerging educational paradigms. 

 



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Figure 1. Publications from 2014-2024 

 

3.2 Highly Cited Publications 

Highly cited publications are generally recognized as seminal works that exert significant influence in a 

particular research domain. Based on Figure 2, the top seven most cited publications in this field can be 

identified and ranked 

Merida (2017) conducted a systematic review of empirical studies examining the relationship between 

emotional intelligence and teacher burnout, demonstrating a significant negative correlation between 

these constructs. The study identified multiple intervention mechanisms and proposed valuable directions 

for future research and practical applications. Mayer and Salovey (2016) presented seven fundamental 

principles of the ability model of emotional intelligence, refining the four-branch model and examining 

its connections with other “hot” intelligences, thereby providing substantial theoretical foundations for 

both research and practice in emotional intelligence. 

Pacheco and Sánchez (2019) validated the psychometric properties of the Spanish adaptation of the Wong 

Law Emotional Intelligence Scale (WLEIS-S) in an adult population, confirming its robust internal 

consistency, criterion validity, and four-factor structure. Their finding that women scored higher in 

overall emotional intelligence and particularly in the emotional appraisal of others dimension offers 

important implications for gender-related studies in teacher emotional intelligence. Pozo’s (2020) 

experimental study on emotional intelligence training for elementary school teachers demonstrated that 

both traditional face-to-face instruction and innovative game-based e-learning approaches effectively 

enhanced student academic achievement, with the latter showing superior outcomes and higher teacher 

satisfaction levels. 

Bakker and Demerouti (2017) provided a comprehensive review of the Job Demands-Resources (JD-R) 

model’s evolution, tracing its development from a conceptual framework to an established theory. Their 

work highlighted unresolved issues, proposed future research directions, and discussed practical 

applications. Valente and Cristóvão (2020) revealed significant positive correlations between Portuguese 

teachers’ emotional intelligence competencies and their teaching efficacy beliefs, while also identifying 

5 6
4

12
9

12

20

15

43

24

40

0

10

20

30

40

50

2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

Publications



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associations with gender, teaching experience, and academic background - findings that strongly support 

the integration of emotional education in teacher training programs. Wu, Lian et al. (2019) investigated 

the relationship between teachers’ emotional intelligence and self-efficacy, establishing that teaching 

performance partially mediates this relationship, with the mediating effect demonstrating consistency 

across different genders and varying levels of teaching experience. 

These highly influential publications collectively address several critical aspects of emotional 

intelligence research, including: (1) validation of measurement instruments; (2) examination of 

relationships between teacher emotional intelligence and professional outcomes (burnout and teaching 

efficacy); (3) theoretical model development and refinement; (4) advancement of the Job Demands-

Resources framework. Together, they constitute a robust theoretical foundation and provide valuable 

practical guidance for both research and application in the field of teacher emotional intelligence. 

 

 

Figure 2. Highly Cited Publications 

 

3.3 Author Analysis 

The co-citation network visualization reveals scholarly relationships within this research domain, where 

node size corresponds to the author’s academic influence. 

(1) Highly Cited Authors 

Analysis of the author co-citation network (Figure 3) identifies the top seven most influential scholars in 

this field. Mayer J.D. emerges as the most prolific contributor with 84 relevant publications, followed 

closely by Mayer J. (64 publications) and Salovey P. (63 publications). Other notable scholars include 

Brackett M.A. (61 publications), Goleman D. (51 publications), Wang C.S. (48 publications), and 

Petrides K.V. (45 publications). These authors demonstrate substantial impact in teacher emotional 

intelligence research through their extensive publication records. 



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Figure 3. Highly Cited Authors 

 

(2) Collaborative Authors 

Figure 4 presents the collaborative relationships among researchers in the field of teacher emotional 

intelligence. Each node in the diagram represents an author, while connecting lines indicate co-authorship 

relationships. The visualization reveals a relatively complex collaboration network with multiple research 

clusters and intersecting points. 

Merida-Lopez, Sergio, Extremera, Natalio, and Izquierdo occupy central positions in the network with 

multiple connecting lines, demonstrating their substantial influence and extensive collaborative 

relationships within the field. While not positioned at the very center, authors such as Teresa, Fernandez-

Berrocal, and Pablo also play significant roles in the collaboration network, maintaining cooperative ties 

with numerous scholars. 

The connecting lines explicitly illustrate direct co-authorship: Merida-Lopez collaborates with Sergio 

and Extremera, while Pablo works with Castejón and Juan-Luis. Notably, the color gradient of network 

connections suggests that 2022-2024 marked a period of particularly active collaboration, aligning with 

the publication trends shown in Figure 1. This temporal pattern indicates growing scholarly attention to 

the field and an emphasis on collaborative research. 

The network also contains relatively isolated nodes (e.g., Gilar-Corbi, Raquel), which may reflect either 

limited collaboration or under-documented cooperative relationships in the current literature. 



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Figure 4. Collaborative Authours 

 

3.4 Research Hotspot Analysis 

Figure 5 presents a detailed visualization of the conceptual relationships within teacher emotional 

intelligence (TEI) research. Key words including “job satisfaction,” “ability,” “performance,” 

“personality,” and “classroom” demonstrate both the depth and breadth of this research domain. 

The strong connection between “satisfaction” and “job satisfaction” underscores the critical role of 

teachers’ psychological well-being in their overall professional fulfillment. Emotional intelligence 

emerges as a pivotal factor in teacher development, with research indicating that teachers possessing 

higher emotional intelligence demonstrate greater adaptability to evolving educational environments and 

actively pursue professional growth opportunities (Petrides & Furnham, 2003). 

The central positioning of “emotional intelligence” reveals its robust connections with “ability,” 

“performance,” and “personality,” highlighting its dual significance in both professional competence and 

personal attributes. Furthermore, the multiple linkages between TEI and “classroom” emphasize the 

environmental dimension, as emotionally intelligent teachers create more supportive learning 

atmospheres that enhance student motivation and creativity (Diefendorff et al., 2004). 

Notably, the appearance of “self-efficacy” reflects important empirical findings. Zeidner et al. (2005) 

established a significant positive correlation between emotional intelligence and teacher efficacy, 

demonstrating that emotionally intelligent educators manage challenges more effectively, thereby 

improving instructional quality and student outcomes. Wu and Lian et al. (2019) further revealed that 

while TEI directly relates to teacher self-efficacy, it also indirectly influences teaching performance, 

which serves as a significant mediator in this relationship. 



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Figure 5. Keywords Map 

 

Figure 6 presents a clustered knowledge graph of keywords in this research field, revealing multiple 

interconnected core themes and demonstrating substantial scholarly exploration of teacher emotional 

intelligence (TEI) internationally. Following the clustering principle where earlier cluster numbers 

indicate larger research volumes (Yang Lifang, 2022), three primary international research themes can 

be identified: 

(1). EFL Teacher Technology Adoption: Scholars like MacCann et al. (2020) have investigated the 

relationship between emotional intelligence and teachers’ technology adoption, highlighting TEI’s 

positive role in facilitating educational technology integration and implementation. 

(2). Positive Teacher Emotion: Research by Pozo-Rico et al. (2020) and Ansley et al. (2021) focuses on 

how teachers’ (#12 teacher) emotional states affect instructional outcomes, particularly the impact of 

positive emotions on enhancing teaching efficacy and student satisfaction. 

(3). Training: Davis (2012) emphasizes the crucial role of teacher training in developing emotional 

intelligence, demonstrating how effective programs enhance educators’ emotional management 

capabilities. Mayer (2016) and Mérida-López (2017) further analyze how specific TEI components (e.g., 

emotion recognition, utilization) influence professional growth and teaching performance. 

Additional significant findings include: (1) The TEI-ambiguity tolerance relationship (#15). Dewaele et 

al. (2018) show that higher-TEI teachers better navigate pedagogical uncertainties, demonstrating greater 

adaptability and innovation. (2) Gender perspectives (#16). Studies by Alam (2018) and Itzkovich (2017) 

reveal complex gender differences in TEI development, expression, and instructional impacts. 

This multidimensional, interdisciplinary field encompasses teacher training, technology adoption, 

emotional states, ambiguity tolerance, and gender perspectives. These investigations not only deepen 

theoretical understanding of TEI but also provide valuable evidence-based guidance for educational 

practice. 



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Figure 6. Key Words Clusters 

 

4. Research Prospects 

The timeline knowledge graph of TEI research keywords (2014-2024, Figure 5) reveals three 

evolutionary phases: 

(1) Initial Phase (2014-2017): Keywords like “teacher education” and “beginning teachers” 

indicate foundational research focusing on educators as a general population and their macro-

level connections with education, representing preliminary conceptual exploration. 

(2) Developmental Phase (2017-2018): Emerging terms such as “higher education” and “classroom” 

reflect a shift toward specific educational contexts, demonstrating narrowed yet deeper 

investigations into TEI’s manifestations in particular teaching environments. 

(3) Mature Phase (2018-2024): Later keywords including “job satisfaction” and “emotional labor” 

reveal expanded research dimensions, examining TEI’s relationships with occupational factors 

like emotional management and professional experiences. 

This temporal progression demonstrates two key trends: 

(1) From broad to specific: Evolving from general educational connections to contextualized 

classroom applications and finally workplace behaviors. 

(2) From singular to multidimensional: Transitioning from isolated TEI examination to integrated 

analyses incorporating job satisfaction, social support, etc. 

Based on current hotspots and trend analysis, three future directions can be proposed: 

(1) Interdisciplinary integration: Incorporating psychological, sociological, and managerial 

theories/methods to comprehensively understand TEI’s mechanisms. 

(2) Individual differences: Investigating how regional, disciplinary, and career-stage factors 

influence TEI for targeted teacher development. 



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(3) EdTech integration: Exploring TEI in digital environments, including how online pedagogy and 

AI tools can enhance teachers’ emotional capabilities. 

 

 

Figure 5. Timeline of Research Keywords 

 

5. Conclusions 

This study systematically analyzes research hotspots and trends in teacher emotional intelligence (TEI) 

through bibliometric methods, keyword co-occurrence analysis, and Citespace visualization, based on 

SSCI-indexed publications from 2014 to 2024. The findings reveal that TEI research has experienced 

fluctuating but overall growth over the past decade, progressing through two distinct phases: an initial 

slow development stage followed by a period of intermittent advancement. As educational psychology 

and related fields have evolved, and as expectations for teachers’ comprehensive competencies have 

increased, TEI has gained significant scholarly attention, emerging as a critical topic in educational and 

psychological research. 

Key research hotspots include: (1) The relationships between TEI and factors such as teacher burnout, 

teaching efficacy, and job satisfaction. (2) The validation of emotional intelligence measurement scales. 

(3) The development and refinement of theoretical models. 

Additionally, studies have increasingly focused on TEI’s manifestations in specific educational contexts 

(e.g., higher education, classroom environments) and its connections to individual differences like gender 

and teaching experience. 

Author analysis highlights the substantial influence of scholars such as Mayer J.D., while co-authorship 

networks demonstrate complex collaborative patterns, with certain researchers occupying central 

positions and particularly active collaboration occurring between 2022 and 2024. 



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In the Future, TEI research could enhance interdisciplinary integration by incorporating theories and 

methods from psychology, sociology, and management to better understand TEI’s mechanisms; address 

individual differences by examining how factors like region, subject area, and career stage influence TEI, 

enabling more tailored professional development; explore educational technology integration by 

investigating TEI in digital learning environments and the potential of online tools to enhance teachers’ 

emotional capabilities. 

In summary, this study provides valuable insights into TEI research through comprehensive literature 

review and visualization analysis. Future studies should continue expanding perspectives and deepening 

investigations to further advance both TEI scholarship and practice. 

 

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