Abstract:

In the realm of education, teachers serve as the architects of the future, shaping minds and building the foundation of society. However, their effectiveness hinges not only on their expertise but also on the environments in which they work. While research has demonstrated these relationships, complex contexts in which these relationships may be thwarted or strengthened have not been taken into account. In countries where contexts are fragile, children grow surrounded by instability and often survive adversities, which inevitably affects different areas of their lives including education. Analogously, teachers endure heightened amounts of stress that affects their wellbeing. With little evidence highlighting the relationships between teacher working conditions, teacher wellbeing, and student learning outcomes and experiences within fragile contexts like Lebanon, this research study aims to explore the significance and direction of these relationships in such contexts. Fifty-five teachers of grades 1 to 9 within eleven retention centers across six governorates including Baalback, Hermel, Beirut, Mount Lebanon, North, and Akkar participated in the study. Teachers’ working conditions were analyzed under the domains of professional development, time, and leadership. With student learning extending beyond test-scores, this study takes into account students’ subjective learning experiences, learning methods, and learning environment. Children from grades 1 to 9 at the retention centers shared their experiences in twenty-four focus group discussions across the six governorates. Professional development was significantly associated with teachers’ wellbeing (p = 0.046) and with student learning outcomes (p = 0.0037). Students described their educational experiences considering their teachers’ approach, attitude, and methods and their effect on their comprehension, motivation, self-esteem, and confidence in class and among their peers. Children shared insights that shed light on the influence of social-emotional dynamics and teaching methods on their educational experiences. Students who expressed positive learning experiences described their teachers as more supportive and engaging in the teaching process with games and activities commonly highlighted as influential methods. In fragile contexts where children are the most vulnerable, schools and learning spaces constitute one of the safest places where children are nurtured; investing in teachers' professional development is key for fostering quality education and constructive learning experience.

Keywords:

Education, learning, teacher.