Teachers' critical thinking in relation to the experience of victimisation in an educational institution and psychological well-being

Abstract

The key concepts - critical thinking, psychological well-being, and teacher victimization - are extensively studied within the school context. Significant research has accumulated, with extensive systematic literature reviews conducted on critical thinking (e.g., Yildirim-Tasti & Yildirim, 2022; Boonsathirakul & Kerdsomboon, 2023), psychological well-being (e.g., Puertas Molero et al., 2019; Hascher & Waber, 2021; Berger et al., 2022; Dreer, 2023; Katsarou et al., 2023; Cann et al., 2024; Hamid Mukhlis et al., 2024; Fu & Zhang, 2024; Ozturk, Wigelsworth, & Squires, 2024), and teachers' victimization (e.g., Reddy et al., 2018; Chirico et al., 2021). Additionally, relevant scoping reviews and meta-analyses on these concepts can be noted (e.g., Longobardi et al., 2019; Ma et al., 2022; Alves et al., 2022; Maricuoiu et al., 2023). While numerous systematic reviews and meta-analyses exist on teachers' victimization, psychological well-being, and critical thinking, few studies explore the interplay among these three concepts. The scoping review aims to fill in this knowledge gap.