Towards Sustainable Development Goal 4 in a Post-Conflict Setting: Teachers' Challenges

Autor/in	Adebayo, Seun Bunmi
Titel	Towards Sustainable Development Goal 4 in a Post-Conflict Setting: Teachers' Challenges
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 7, S.859-874 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adebayo, Seun Bunmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2137137
Schlagwörter	Conflict; Conflict Resolution; Foreign Countries; Educational Quality; Teacher Attitudes; Stakeholders; Political Influences; Socioeconomic Influences; Teaching (Occupation); Social Problems; Economic Climate; Political Attitudes; Teacher Role; Teacher Effectiveness; Barriers; Sustainable Development; Teaching Methods; Objectives; International Organizations; Educational Development; Low Achievement; Teacher Salaries; Incentives; Administrator Attitudes; Social Status; Teacher Qualifications; Elementary Secondary Education; Preschool Education; Liberia + Suchen Sie Ihr Suchwort? Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Quality of education; Bildungsqualität; Lehrerverhalten; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Teaching; Lehrberuf; Social problem; Soziales Problem; Wirtschaftslage; Political attitude; Politische Einstellung; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Goal definition; Zielsetzung; International organisation; International organisations; International organization; Internationale Organisation; Bildungsentwicklung; Unterdurchschnittliche Leistung; Lehrerbesoldung; Lehrervergütung; Anreiz; Sozialer Status; Lehrqualifikation; Pre-school education; Vorschulerziehung
Abstract	This research paper explores teachers' contribution to quality education in the midst of political, economic and social struggles in post-conflict Liberia. The paper adopts the qualitative research method and interviews were conducted with teachers and educational stakeholders to examine the needed contributions of teachers to quality education in post-conflict Liberia. In addition, the capability approach was adopted as an analytical lens to unpack quality education in post-conflict Liberia. This research paper finds that teachers' contribution to quality education in Liberia is minimal due to existing political and socioeconomic challenges in the country, which also affect the teaching profession. The paper, therefore, concludes that teachers' challenges need to be properly understood by concerned educational stakeholders and addressed before teachers can effectively contribute to quality education in post-conflict Liberia. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01