TiCC Roundtable

Teachers in Crisis Contexts: Promising Practices in Teacher Management, Professional Development, and Well-being

As part of the Teachers in Crisis Contexts Roundtable, we collected Case studies of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice.

Scroll through the list of Case Studies below or click here to read the compiled case studies.

Teacher Well-being

Teacher Management

Teacher Professional Development


It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this publication provides donors, policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. 

The case studies are organized by three thematic areas: 

  • Teacher management (i.e. teacher recruitment, supply, compensation, supervision, certification, etc.)

  • Teacher professional development (i.e. training modalities that include face-to-face training, coaching, mentoring, distance, and/or online learning etc. for either pre-service or in-service approaches; teacher collaboration; coordination across providers; collaboration with national teacher training institutes), and

  • Teacher well-being (i.e. including social, emotional, physical, intellectual, financial, cultural, and spiritual well-being; interventions to support teacher well-being). 

They present a snapshot of promising research methods, evidence-informed policy making, and innovative approaches to program design and implementation from diverse regional and crisis settings, as well as diverse organizations and teacher profiles. 

A number of case studies promote teachers’ voices and the unique expertise teachers contribute to knowledge building and effective program design and implementation. Other case studies include teacher profiles that provide a human, personal reality to the crises in which the case studies have been produced. Alongside this publication, TiCC’s Teacher Stories resource and our forthcoming TiCC Call to Action also prioritize the sharing and amplification of teachers’ voices in crisis contexts. It is clear from these resources that the transformative power of teachers as change-makers in their classrooms and communities can no longer be ignored, and that teachers must be included in every stage of policy, programming, and research design if we are to achieve lasting improvements in educational quality and equity.

The case studies portray not only the complexity and intersectionality of teachers’ work in crisis contexts, but from a community-level perspective, the authors also convey the limitations and challenges that prevent the scaling, sustainability, and impact of respective research, policy, and programs. It is our hope that the evidence collected here, across these three categories of teacher professional development, teacher management, and teacher well-being, translates to a greater commitment on the part of readers to advocate for and act on the key actions, as well as to dedicate adequate attention and resources to these and other programs that aim to improve support to teachers in crisis contexts.

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