Report

Landscape Review: Teacher Well-being in Low Resource, Crisis, and Conflict-affected Settings

Published by
Inter-agency Network for Education in Emergencies (INEE)
US Agency for International Development (USAID)
,
Education Equity Research Initiative
Authored by
Danielle Falk, Emily Varni, Julia Finder Johna & Paul Frisoli
Published
Topic(s)
Teachers - Wellbeing

This landscape review, which was commissioned by the Education Equity Research Initiative, serves as a first step in filling the evidence gap by building an understanding of teacher well-being in low resource, crisis, and conflict-affected contexts and identifying the individual and contextual factors that may influence well-being.

Organized into five sections, the landscape review introduces the importance of better understanding teacher well-being in low resource, crisis, and conflict-affected contexts, outlines the methodology for this report; presents a conceptual framework for teacher well-being informed by the existing literature and evidence on teacher well-being as well as interviews with teachers working in displacement and low resource settings; describes the existing research and evidence base on teacher well-being; and concludes by presenting a Key Actions Matrix with programmatic and policy guidance for supporting teacher well-being.

For more information on the landscape review, check out the recording and presentation from a recent webinar by the review authors.