Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo |
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| Institution: | 1. Centre for Evidence and Social Innovation, Queen''s University Belfast, University Road, Belfast BT7 1NN, United Kingdom;2. School of Social Sciences, Education and Social Work, Queen''s University Belfast, 6, College Park, Belfast BT7 1PS, United Kingdom;3. Centre for Evidence and Social Innovation, Queen''s University Belfast, University Road, Belfast BT7 1NN, United Kingdom;1. New York University, USA;2. University of the Witwatersrand, South Africa |
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| 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. |
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| Keywords: | Teacher professional development Motivation International education Democratic Republic of the Congo |
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