Teacher Well-Being

Teacher Well-Being / Teacher Tentativeness and Alternative Qualifications / Using the Framework: Actions to Support Teacher Identity, Motivation and Well-Being

Using the Framework: Actions to Support Teacher Identity, Motivation and Well-Being

The framework below indicates some of the actions that have been taken within the IRC Healing Classrooms to address the contextualized issues that create the negative forces of teacher tentativeness, and attempt to build on the positive forces of alternative qualifications.

Teacher Identity, Motivation and Well-Being
Locally recruited teachers
Teachers from the crisis-affected community
Teachers with low levels of education and training

Teacher Tentativeness: Addressing Potentially Negative Forces

Being Alternatively Qualified: Bolstering Potentially Positive Forces

Being a Teacher – A Result of Circumstances

  • Engaging teachers in Ethiopia in creating a teacher development framework that recognizes their specific experiences and needs

  • Gender training in Guinea that involves teachers in a discussion of their own experiences

Strong Commitment to the Community and Particularly Children

  • Developing child protection-focused teacher training for teachers in Herat, Afghanistan

Being a Teacher – But without a Sense of Professional Identity

  • Community-based teacher meetings in Afghanistan

  • Efforts in Guinea and Sierra Leone to ensure that refugee teachers gain professional qualifications, accredited by MoEs

  • Developing an “orientation to teaching” training for new teachers in Afghanistan

  • Fostering relationships between formally trained and experienced teachers and less experienced teachers serving schools in similar geographical areas


  • Female teaching assistants in Liberia who develop their skills to become teachers

  • Gender training for male teachers and administrators to understand importance of female teachers and classroom assistants

Being a Teacher – Amidst Social and Economic Uncertainty

  • Psychosocial training for teachers that addresses their own “self-care needs” as well as the needs of students

  • Working with MoEs to include community-based teachers on payrolls

Appreciating Opportunities to Learn, Develop and Contribute

  • “Circles for Change” teacher groups in Ethiopia to develop leadership skills

Click here for more details of these interventions.

Click here for a printable version of this framework.