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.

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