Teacher Professional Development in Emergency Contexts: A Small Sample Exploratory Analysis for Five East African Countries

The significance of high-quality teacher education and continuous professional development programs as key factors in the educational system, particularly in environments marked by conflict and refugee settlements, have been underscored by extensive research. In these challenging contexts, teachers assume multifaceted roles, extending beyond their pedagogical responsibilities to encompass counselling and care giving for students who have endured profound trauma, including severe violence and the loss of family members.

The significance of high-quality teacher education and continuous professional development programs as key factors in the educational system, particularly in environments marked by conflict and refugee settlements, have been underscored by extensive research. In these challenging contexts, teachers assume multifaceted roles, extending beyond their pedagogical responsibilities to encompass counselling and care giving for students who have endured profound trauma, including severe violence and the loss of family members. A notable example is Somalia where three million Somali children are out of school as a result of protracted conflicts. Students are not the only ones traumatized and stressed: A 2021 IICBA study conducted in 14 African countries reveals that a third of teachers and teacher educators are depressed; this rate of depression amongst educators is likely exacerbated in conflict settings such as in Somalia.

The GPE KIX Africa 19 Hub recently conducted an exploratory study about teachers’ preparedness for such crisis-affected classrooms. The objectives of the study included: identifying existing teacher professional development (TPD) models for educators in conflict and refugee settlement areas; assessing the relevance and effectiveness of these models in bridging teachers' competency gaps in pedagogical practice; examining factors that either hinder or facilitate the utilization of TPD models in crisis-affected contexts; and evaluating the role of education sector personnel and school leadership in supporting the institutionalization and adoption of these models within schools in such settings.

The study was based on a literature review, policy documents analysis, focus group discussion, an online survey, and key informant interviews. The respondents included ministry of education staff, school administrators, teachers, district or regional education officers, school inspectors and civil society organizations (CSOs) engaged in supporting teachers and refugees within refugee settlements. The study focused on Ethiopia, Kenya, Somalia, South Sudan, and Uganda, chosen due to their prevalence of fragility and their membership in the KIX Africa 19 Hub, which serves as a knowledge and innovation exchange platform for Anglophone countries in the region. Based on the findings, specific recommendations were given aimed at enhancing existing teacher professional development initiatives in these contexts.

While the focus is on these five countries, the analysis may be relevant to other KIX Africa 19 countries as well. In a country mapping of priorities across the 19 GPE countries of the Hub, 59 percent of respondents expressed a need for research focused on enhancing access to quality education and improving learning outcomes for children in conflict and crisis contexts.  

Findings from the study 

The study found that many respondents benefited from various TPD activities over the past 24 months, with slightly more respondents benefiting from standardized and on-site TPD models versus self-directed TPD. Most respondents find TPD relevant/effective, for example for enhancing pedagogical skills, promoting classroom management techniques, and helping teachers learn new teaching methods or keep abreast with new teaching approaches.  

Another interesting finding is that TPD programs that emphasize face-to-face interactions, coaching, mentoring, and practical applications are perceived to be more valued and have higher participation rates than other types of TPD activities. Figure 1 below shows participation rates versus perceived value as per the survey questionnaire. 

Figure 1

Source: Authors’ estimation

The study revealed significant challenges for TPD in crisis-affected contexts. Key issues include a severe lack of resources, particularly insufficient funding as reported by many respondents. There are also constraints in time, human resources, and materials. Respondents noted difficulties in managing and conducting trainings due to a shortage of qualified facilitators, who are often costly to hire. High teacher turnover rates, heavy workloads, and limited training opportunities exacerbate these challenges. Furthermore, Language barriers are a major concern, especially for students with disrupted schooling backgrounds, compounded by gender biases. Many teachers lack essential professional skills, motivation for training, and proficiency in ICT, hindered further by financial constraints and relatively low salaries. Environmental factors such as harsh weather conditions and security risks in targeted areas further impede effective TPD implementation. 

Success factors in continuous teacher professional development in crisis settings 

While this paper is only exploratory, a few principles emerge from the analysis and the broader literature. TPD in contexts of emergencies should contribute to: (i) Resilience building: Crises highlight the importance of resilience-building among teachers, emphasizing adaptability, resourcefulness, and creativity in the face of challenges; (ii) Community engagement: Involving local communities in TPD initiatives fosters ownership and sustainability, ensuring that training efforts are culturally relevant and responsive to local need; (iii) Technology integration: The use of technology for TPD can be effective in crisis-affected areas, but it requires careful consideration of infrastructure constraints and digital literacy levels; and (iv) Continuous learning: TPD be viewed as an ongoing process rather than a one-time event, with opportunities for continuous learning and professional growth. 

Recommendations from the study 

The study offers key recommendations tailored for policymakers across the five countries. Some of the recommendations include: The urgent need to allocate substantial resources and funding towards teacher training and professional development (TPD) in regions affected by crises; designing of TPD programs that are highly adaptable and capable of adjusting fast to changing circumstances and educational needs thereby ensuring continuity amidst crisis; policymakers to champion supportive policies at both national and international levels, prioritizing TPD within broader crisis response and recovery frameworks; integrating TPD into long-term educational planning; and, a shift to transformative pedagogies that engage local communities and a diverse array of stakeholders.  

For more information read the full study here.