Teachers at the Forefront:Understanding Job Demands and Resources in Education in Emergencies Settings.

Abstract

This research explores the well-being of teachers working in Education in Emergencies (EiE) settings, focusing on fragile environments such as the Benishangul-Gumuz Region in Ethiopia. Utilizing the Job Demands-Resources (JD-R) model as a theoretical framework, the study investigates the job demands and resources that influence teacher well-being through semi-structured interviews with local teachers. Key findings highlight significant challenges, including high workload, resource scarcity, and psychological stress, compounded by cultural and language barriers. Despite these difficulties, teachers exhibit remarkable resilience and adaptability. Drawing on these findings, the research expands on the revised JD-R model, suggesting that job demands can be transformed into job resources. In conclusion the study emphasizes the need for a continuation of professional development, mental health support, and adequate resources to enhance the effectiveness of EiE interventions and teacher well-being. By addressing these support needs, the study aims to inform policy development and contribute to the stability and resilience of educational systems in crisis-affected regions.