In authors or contributors

Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo

Resource type
Journal Article
Authors/contributors
Title
Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo
Abstract
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.
Publication
Teaching and Teacher Education
Volume
52
Pages
24-36
Date
November 1, 2015
Journal Abbr
Teaching and Teacher Education
Language
en
ISSN
0742-051X
Accessed
29/01/2020, 11:13
Library Catalog
ScienceDirect
Extra
shortDOI: 10/f7zk3n
Citation
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, 52, 24–36. https://doi.org/10.1016/j.tate.2015.08.002