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, Catalina Torrente, Paul Frisoli, Nina Weisenhorn, Anjuli Shivshanker, Jeannie Annan, J. Lawrence Aber

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
Pages (from-to)24-36
Number of pages13
JournalTeaching and Teacher Education
Volume52
DOIs
StatePublished - Nov 1 2015

Keywords

  • Democratic Republic of the Congo
  • International education
  • Motivation
  • Teacher professional development

ASJC Scopus subject areas

  • Education

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