“I do not want to stop teaching”
The impact of conflict and displacement on teachers in southern Mosul
Bibliographic Data
| ID | 21374152 |
|---|---|
| Authors | Maria Paradies (University of Turin, corresponding author) |
| Year | 2024 |
| Volume | 54 |
| Issue | 3-4 |
| Pages | 769-787 |
| Publication date | 2024-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Prospects (JOURNAL) |
| Journal identifiers | ISSN: 0033-1538 • E-ISSN: 1573-9090 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11125-023-09666-5 |
| OpenAlex | W4390035317 |
| Language | EN |
| Citations received | 1 |
| References cited | 21 |
This article explores the emotional and physical conditions experienced by Iraqi teachers after the fighting and displacement began in 2014 (IOM, 2018) in southern Mosul. It contributes to reducing the paucity of research on teacher well-being in conflict-affected contexts, showing that education can have a healing role for teachers, as well as for students. Teaching helps them to be resilient, to re-establish relationships, and to focus once again on their knowledge and skills. The paper draws on findings from hybrid research involving 35 teachers in 10 different primary and secondary schools in Ninewa governorate. The research explores their needs and challenges from multiple perspectives. While confronted with daily hardships and challenges, teachers do not want to abdicate their role as educators. Teaching helps them to have a sense of purpose. Their strong sense of vocation and motivation to continue teaching under such challenging circumstances add to the debate on teacher well-being and resilience
Displacement (psychology) · Mathematics education · Pedagogy · Political science · Psychological resilience · Sociology · Teacher education · Education and experiences of immigrants and refugees · Migration, Health and Trauma · Psychology · Resilience and Mental Health · Social Psychology
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession
The Impact of Leadership on Student Outcomes
A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers
Teacher Turnover
Identity, well‐being and effectiveness
Social and Emotional Learning and Teachers
The Prosocial Classroom
Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
Education in conflict
Teachers as agents of change
Teachers resilience
School leadership during violent conflict
Building resilience in teacher education
War exposure, daily stressors, and mental health in conflict and post-conflict settings
How Many Years Have Refugees Been in Exile
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |