Teachers’ well-being, home learning environment and children learning outcomes in emergencies: a case of Afghanistan

Abstract

Teachers’ well-being and a conducive home learning environment play a pivotal role in improving children learning outcomes, but little is known about this in a humanitarian setting. This article assesses the role of teachers’ well-being and home learning environment on children learning outcomes in Afghanistan. A cross section endline survey was conducted among 1407 primary school children, 1407 parents and 315 teachers in seven provinces of Afghanistan. Population-based two stage-cluster sampling was used. Children taught by teacher’s who received professional development support were 3.19 and 4.0 times more likely to attain higher literacy and numeracy levels. Children taught by teachers with adequate teaching and learning materials were 1.60 and 1.83 times more likely to achieve higher literacy and numeracy levels. Children from teachers with ability to voice up and be consulted by school management attained higher social-emotional learning competencies. Children experiencing violent home learning environment had lower odds of achieving higher literacy, numeracy, and social-emotional learning competencies. Children with parents that helped them with learning were 1.85 and 1.94 times more likely to have higher literacy and numeracy levels. There is scope for public sector and development partners to promote a package of interventions aimed at promoting teacher’s professional development, provision of teaching and learning materials, teacher recognition and voice to improve children’s literacy, numeracy, social and emotional learning skills. Parents need to ensure a safe and conducive home learning environment. Parent should be actively involved in children’s learning activities to nurture strong parental-child bond and parental-school partnership.

Keywords:

• Teachers’ well-being
• home learning environment
• literacy
• numeracy
• social and emotional learning
• children
• education in emergencies
• Afghanistan

REVIEWING EDITOR:

• Xin Yun Hu, The Education University of Hong Kong, Hong Kong

SUBJECTS:

• Education
• Teachers & Teacher Education
• Childhood
• Continuing Professional Development
• Education Policy & Politics
• Educational Psychology
• Primary/Elementary Education
• School Leadership, Management & Administration

Acknowledgements

The authors are grateful to all teachers, school children and caregivers for their participation in the study. The research assistants who collected the data are acknowledged.

Data availability statement

The data that support the findings of this study are available from the corresponding author, upon reasonable request.

Disclosure statement

This publication does not necessarily reflect the policy position of Save the Children International, any Save the Children Member organization and Education Cannot Wait. No responsibility is accepted by Save the Children International, any Save the Children Member organization and Education Cannot Wait for any errors or omissions contained within this article.

Ethics statement

The study was submitted to Save the Children’s Ethics Review Committee and approved (SCUS-ERC-FY2022-116) in September 2022, prior to data collection. The following important ethical considerations were taken. Permission was obtained from the local authorities. The survey was conducted in a safe space for children, parents and teachers and voluntary participation was ensured. The parents, teachers and children gave verbal informed consent and assent to participate in the study. Issues of privacy, anonymity, confidentiality, and do no harm were all ensured. A referral mechanism was put in place in case any child safeguarding/protection concerns arose.

Additional information

Funding

The program implementation and endline evaluation of Education Cannot Wait-First Emergency Response in Afghanistan were funded by Education Cannot Wait. We are thankful to them for this funding.

Notes on contributors

Conrad Murendo

Conrad Murendo is a Research, Evidence and Learning Manager with Save the Children, Afghanistan. All the co-authors are working with Save the Children, Afghanistan, or Asia Regional Office.

Zahra Azemi

Zahra Azemi is the Education Technical Advisor.

Than Zaw Oo

Than Zaw Oo is a Regional Senior Research and Evaluation Officer.

Silvia M. Arlini

Silvia M. Arlini is a Regional Research and Evaluation Lead.

Men Chanbona

Men Chanbona is a Regional Research and Evaluation Officer.

Rachel Fermin

Rachel Fermin is the Education in Emergencies Humanitarian Technical Advisor.

Nishtha Shrestha

Nishtha Shrestha is a Regional Research and Evaluation Officer.

Sayed Maher Sadat

Sayed Maher Sadat is a Monitoring, Evaluation and Learning Manager.

Edwin Kimani

Edwin Kimani is the Head of Research, Monitoring, Evaluation and Learning.

Kasundu Bosco

Kasundu Bosco is a Monitoring, Evaluation and Learning Expert with Food and Agriculture Organization, Afghanistan. The authors research expertise lies in child education, child protection and mental health, poverty, health and nutrition, food security and livelihoods, climate change and resilience.