Feeling good and functioning well: A scoping review of factors associated with teacher wellbeing in mathematics education

Abstract

Abstract Teacher wellbeing is a critical concern in education systems worldwide, yet research has largely relied on generic, discipline‐agnostic approaches that fail to account for the distinctive professional demands of subject teaching. This scoping review addresses the resulting gap by synthesising existing research on teacher wellbeing in mathematics education, a context characterised by unique disciplinary pressures, pedagogical challenges, and societal expectations. Through the systematic analysis of 37 peer‐reviewed studies published between 2004 and 2024, the review draws on research with both primary and secondary teachers of mathematics to map how teacher wellbein..