@article{f40dd18f2ff84eb1a718d8dde1fae2e1,
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.",
keywords = "Democratic Republic of the Congo, International education, Motivation, Teacher professional development",
author = "Sharon Wolf and Catalina Torrente and Paul Frisoli and Nina Weisenhorn and Anjuli Shivshanker and Jeannie Annan and Aber, {J. Lawrence}",
note = "Funding Information: This paper reflects contributions from many organizations and individuals. The authors would like to acknowledge and thank all the dedicated research assistants and volunteers: Leighann Starkey, Brian Johnston, Todd Solomon, Dirk Witteveen, Mahjabeen Raza, Marissa McCoy, Alana Gross, Emily Jacobson (Rea), Eugene Chang, Marian Tes and Claudette Carter. In addition, we would like to thank the dedicated staff and thought partners at the International Rescue Committee, including Anita Anastacio, Aissatou Balde, Willy Mpwate, Jennifer Sklar, and the Democratic Republic of Congo Ministry of Primary, Secondary, and Professional Education (MEPSP), and our talented data collection supervisors and enumerators. Finally, we would like to thank the dedicated teachers, students and families who participated in the study. This study was made possible by the support of the American people through the United States Agency for International Development (USAID) Grant #: 623-10-00023 . The contents are the sole responsibility of the authors and do not necessarily reflect the views of USAID or the United States Government.",
year = "2015",
month = nov,
day = "1",
doi = "10.1016/j.tate.2015.08.002",
language = "English (US)",
volume = "52",
pages = "24--36",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",
}