Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings

Research output: Contribution to journalArticle

Abstract

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.

Original languageEnglish (US)
Pages (from-to)160-190
Number of pages31
JournalJournal of Research on Educational Effectiveness
Volume12
Issue number1
DOIs
StatePublished - Jan 2 2019

Keywords

  • resource-poor schools; teachers' lives in context; teacher effectiveness; low- and middle-income countries; teacher well-being

ASJC Scopus subject areas

  • Education

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