Abstract:

Many education stakeholders focus on schools' role in fostering mental health as they investigate ways to improve school climate, safety, and student well-being. While most of this attention is focused on students' mental health requirements, it is necessary to investigate methods to assist teachers and other learning facilitators who frequently endure significant stress levels. Failure to address the mental health needs of teachers while concentrating on the effects of stress and trauma on students may impair their capacity to meet crucial needs among the students. There is a need to address the stress in relation to the mental health of teachers as well as the traumatic effects it has on the student's academic performance. There is a connection between well-being and the physical health of teachers, the stability of schools, the efficiency of teaching, and students' success. This study aims to clarify the concepts of teacher and student well-being in the literature and to add to the knowledge of the overlapping daunting task of teachers and student well-being in Finland with the bibliometric lens. This study also intends to examine the departure and alignment of published academic work with the PERMA Theory of Well-Being. This bibliometric study will investigate how academic work authors in Finland perceived positive emotion, engagement, relationship, meaning and accomplishment as the impactful factors of the theory of well-being. This study adopted Olaleye’s (2020) updated bibliometric workflow to achieve this study's goal and two significant databases: Web of Science and Scopus were utilized for data extraction. The search string "university student or university teacher and well-being" were used in the two databases. Web of Science generated 4216, while Scopus generated 528 academic papers. After the exclusion criteria, Web of Science remained 58 while Scopus remained 12 articles. The two outputs from the databases were merged with RStudio App, and the duplicates of 7 articles were expunged. Finally, 63 articles were used for the data analysis with the Biblioshiny App. In the Finnish context, there was a publication spike in 2021 as the results recorded 13 publications. This result is a distance from the three publications of 2020. This result shows the limited number of authors' activeness in well-being research and the need for more authors and studies in Finland. Among the active researchers, the results reveal Pyhalto K. as the most consistent author in the well-being research domain between 2012 and a half years 2022. The result also reveals four distinct clusters of well-being, study-related burnout, stress, and mental health that pertains to teachers and students. Regarding well-being literature on teachers and students, Finland had intra-publication more than inter-publication, and inter-continental authors were involved in the well-being research. This bibliometric study contributes to the well-being literature by better understanding how the literature on well-being aligns with the PERMA theory and how well-being literature evolves and grows in Finland. Managerially, this study will help the higher institutions' policymakers and administrators to formulate policies that promote the well-being of teachers and the students. It will also help the oncoming researchers to know the importance of well-being literature and encourage them to fill the existing gaps.

Keywords:

Student, Teacher, Well-being, University, Bibliometric, Finland.