Abstract

Career calling has emerged as a critical construct in educational psychology, shifting the perspective of teaching from a mere occupation to a purpose-driven vocation. Despite its growing importance for teacher retention and professional dedication, research remains fragmented across various contexts. This systematic literature review aims to examine research trends, identify influencing factors, analyze impacts on well-being and professional outcomes, and evaluate the methodological landscapes of career calling among teachers. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic search was conducted across Scopus, ScienceDirect, and EBSCOhost for peer-reviewed empirical studies published between 2020 and 2025. A final selection of 19 high-quality articles was identified and synthesized. Findings indicate a significant surge in scholarly interest between 2020 and 2025, with a predominant geographical focus on China and emerging research in Europe. The development of career calling is driven by an interaction between internal psychological resources and external contextual factors. While career calling significantly enhances job satisfaction and work engagement and reduces burnout, it can function as a "double-edged sword," potentially increasing psychological strain under excessive workloads. Methodologically, the field is dominated by quantitative cross-sectional designs employing advanced statistical techniques like SEM and PLS-SEM. This review underscores the pivotal role of career calling in sustaining teacher well-being and professional commitment. It recommends that educational policymakers and institutional leaders foster supportive, value-based environments to leverage the positive effects of career calling while mitigating its potential risks. Future research should prioritize longitudinal and mixed-method designs across diverse cultural settings to establish causal relationships and deeper lived insights.