The aim of the study was to identify domains of wellbeing that are salient to Palestinian teachers in West Bank, Gaza Strip and Israel. We set out to identify the social and environmental factors that influence the ecological wellbeing of teachers working in environments characterized by high levels of conflict and social exclusion. Sixteen focus group discussions were conducted with 104 teachers and interviews were administered to 36 key informants. Thematic content analysis was applied to the data using a combination of bottom-up and top-down methodologies. Seventeen distinct themes concerning teachers’ wellbeing emerged. Implication for practitioners and directions for future research are discussed
Veronese, G., Pepe, A., Dagdukee, J., Yaghi, S. (2018). Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 61, 16-26 [10.1016/j.ijedudev.2017.11.009].
Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine
Veronese, G
Primo
Membro del Collaboration Group
;Pepe, A.Secondo
Membro del Collaboration Group
;
2018
Abstract
The aim of the study was to identify domains of wellbeing that are salient to Palestinian teachers in West Bank, Gaza Strip and Israel. We set out to identify the social and environmental factors that influence the ecological wellbeing of teachers working in environments characterized by high levels of conflict and social exclusion. Sixteen focus group discussions were conducted with 104 teachers and interviews were administered to 36 key informants. Thematic content analysis was applied to the data using a combination of bottom-up and top-down methodologies. Seventeen distinct themes concerning teachers’ wellbeing emerged. Implication for practitioners and directions for future research are discussed
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