Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo
Sharon Wolf, Global TIES for Children, United States ; Catalina Torrente, Yale Center for Emotional Intelligence, United States ; Paul Frisoli, Nina Weisenhorn, Anjuli Shivshanker, Jeannie Annan, The International Rescue Committee, United States ; J. Lawrence Aber, Department of Applied Psychology, United States
TATE Volume 52, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts.
Wolf, S., Torrente, C., Frisoli, P., Weisenhorn, N., Shivshanker, A., Annan, J. & Aber, J.L. (2015). Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo. Teaching and Teacher Education: An International Journal of Research and Studies, 52(1), 24-36. Elsevier Ltd.