Pendry, Victoria L; (2025) Exploring the motivation of primary school teachers in rural South Sudan: approaches and theorisation. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

South Sudan is one of the most impoverished countries in the world. Its teachers face multifaceted challenges including erratic training and meagre pay. Teacher-informed educational research, along with teacher voice in education policy is almost unknown. This thesis asks, ‘What is it that motivates teachers in such a context, and what are constructive approaches to answering such questions?’ I draw on a qualitative, participatory study with primary school teachers in South Sudan, 2022-24. The study aimed to both co-develop a contextual theory of teacher motivation and to strengthen the emerging research community via a grounded approach. It valued multi-stakeholder engagements, including through a close working relationship with the University of Juba and Ministry of Education. The approach was developed iteratively, bringing a range of ethical challenges which required agility and local pragmatism. Data collection was via face-to-face semi-structured interviews and short surveys in mother tongue across six primary schools in rural Central Equatoria. It was facilitated by two local co-researchers, using a blend of face-to-face and remote research development activities. The findings indicate that participants were motivated to become, and remain, a teacher because of their commitment to community building (Ubuntu), their enjoyment of being a positive role model and the opportunity for autonomous self-growth. They were, unsurprisingly, inhibited by a lack of resources but through self-reliance and determination, they work towards education for peace and development (Uhuru). The study contributes both a suggested theorisation of regional teacher motivation, and enhanced understanding of ethical approaches to education research, and researcher development, in such contexts. Understanding regional teacher motivation helps policy makers build better systems and structures of support for teachers aimed at ultimately improving learning outcomes for learners. The findings have, further, made a significant contribution to the development of a National Teacher Education Policy in South Sudan.

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