Teacher Retention in Refugee and Emergency Settings: The State of the Literature

Authors

  • Hannah Reeves Ring American Institutes for Research
  • Amy West American Institutes for Research

Abstract

Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts. In this article we use secondary source materials from academic experts and gray literature from United Nations agencies and nongovernmental organizations to identify seven key areas that affect teacher retention in such contexts: teacher recruitment, selection, and deployment; the teaching environment; certification; professional development; incentives; management structures; and status and social recognition. Further, we identify critical gaps in the literature surrounding refugee teachers and their retention and suggest specific areas for further research.

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Published

2015-12-18

Issue

Section

General Refereed Papers