Josić, Jasmina;
Sugrue, Mary F;
(2023)
Teachers' gendered experiences of the global health crisis: The effects of the COVID-19 pandemic on teacher well-being during school closures.
Education and Conflict Review
, 4
pp. 9-17.
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Abstract
With the COVID-19 pandemic once again highlighting the crucial role teachers play in maintaining learning continuity, building a comprehensive understanding of teachers’ experiences and well-being during the health crisis can inform ongoing crisis response and education development strategies. This paper focuses on teachers’ gendered experiences during school closures in four low-resource, post-conflict countries and suggests how their experiences might inform the current discourse on teacher well-being. Drawing from the secondary analysis of survey data from a multi-project panel study, the paper discusses teachers’ gendered experiences within the socio-ecological framework of teacher well-being in low-resource, crisis- and conflict-affected contexts, as outlined by the Education Equity Research Initiative. Recognising teacher well-being as a multi-dimensional and context-specific phenomenon, the paper discusses how teacher well-being is affected by gender norms in society and suggests programmatic responses to support teachers’ well-being during school closures.
Type: | Article |
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Title: | Teachers' gendered experiences of the global health crisis: The effects of the COVID-19 pandemic on teacher well-being during school closures |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
Language: | English |
Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | teacher well-being, gendered experiences, school closures, conceptual framework |
URI: | https://discovery.ucl.ac.uk/id/eprint/10175036 |
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