[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585226-105":59,"doc-detail-585226-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","evidence-for-system-transformation-part-2-teacher-professional-development-and-well-being","Evidence for System Transformation - Part 2 - Teacher Professional Development and Well-Being","","Education in conflict-affected and displacement contexts relies on teachers as central providers of high-quality learning and psychosocial support, while also respecting cultural practices and enabling transitions to new environments. This brief reviews evidence on teacher professional development and well-being, noting that guidance may extend to fragile settings more widely. It highlights how crisis-sensitive policy requires attention to planning, pay, working conditions, training, consultation, and provider coordination, including distinctions between displaced teachers and those supporting displaced students.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evidence-for-system-transformation-part-2-teacher-professional-development-and-well-being/585226/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evidence-for-system-transformation-part-2-teacher-professional-development-and-well-being/585226.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why are teachers particularly important in conflict-affected and displacement settings?","Question",{"text":111,"@type":112},"Teachers deliver high-quality education when resources are constrained and also support students’ psychosocial well-being. They help uphold cultural practices and support learners’ transition to new environments.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does displacement status affect policy decisions for teachers?",{"text":116,"@type":112},"The brief stresses distinguishing between displaced teachers and teachers working with displaced students. Whether teachers are displaced and whether they teach refugee or host community students strongly affects how policies should be designed.",{"name":118,"@type":109,"acceptedAnswer":119},"What factors are needed to develop a national crisis-sensitive teacher policy?",{"text":120,"@type":112},"The brief identifies interconnected policy areas and emphasizes attention to planning and management, pay, working conditions, training and professional development, and consultation strategies for engaging teachers and representatives.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585226,1792054099,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":36},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Evidence for System Transformation  \nTeachers in Conflict-Affected and Displacement Contexts  \nPart 2. Teacher Professional Development and Well-Being  \nDecember 2025  \nThe Global Partnership for Education (GPE) publishes background papers to disseminate the findings of work in progress and encourage the exchange of ideas about development issues. This is part of a larger effort by the GPE Secretariat to provide open access to its analytical work and contribute to discussions about evidence in education. The authors of the papers should be cited. The findings, interpretations and conclusions expressed in this paper are entirely those of the authors and do not necessarily represent the views of GPE and its affiliated organizations, or those of the GPE Board of Directors or the governments they represent.  \nAcknowledgements  \nThis brief was written by Katy Bullard with input from Ramya Vivekanandan and Raphaelle Martinez, and feedback from Meredith Bouvier and Joa Keis. It is part of a series of briefs from the GPE Secretariat’s Quality of Education Team. For more information or to give feedback on this paper, please reach out to Ramya Vivekanandan, senior education specialist and Team Lead of the Quality of Education Team, at [rvivekanandan@globalpartnership.org](rvivekanandan@globalpartnership.org).  \n1. Background  \nEducation is a critical source of support for children living in conflict-affected and displacement contexts. Teachers are at the center of delivering high-quality education in any setting. In contexts of crisis or displacement where resources may be heavily constrained, teachers’ roles may be all the more important not only in facilitating student learning but also in supporting students’ psychosocial well-being, upholding and respecting their cultural practices, and supporting their transition to a new environment (Mendenhall, Gomez, and Varni, 2018). A strong, well-supported teacher workforce is critical for delivering education in conflict and displacement settings. Strong pre- and in-service teacher professional development (TPD) and ongoing attention to teacher well-being are essential for such a teacher workforce.  \nThis brief reviews the evidence on TPD and well-being in conflict-affected and displacement contexts, though some guidance may have implications for fragile settings more widely. A companion brief focuses on teacher planning, recruitment, deployment, and remuneration in conflict-affected and displacement settings. Notably, many of these factors—particularly remuneration—contribute to teacher well-being.  \nConflict-affected settings may face the unique challenge of multiple state and non-state providers offering education, and thus multiple institutions responsible for training and supporting teachers. For example, in many contexts of forced displacement, refugee schools are not managed by the national ministry of education, but rather local or international NGOs, UNHCR, or other ministries. Governments may have variable capacity and interest in monitoring and regulating TPD and other teacher issues across different providers. In some cases, TPD programs provided by non-state actors can be beneficial for teachers’ skills but may not be formally recognized in ways that benefit teachers (Mendenhall, Gomez, and Varni, 2018), with implications for both teachers and the education system.  \n2. Evidence  \nThis section reviews the evidence on teacher professional development and well-being in conflict and displacement settings. For both areas, teachers’ own identities and demographics have major implications for policy design. In displacement settings, distinctions need to be made between displaced teachers and teachers working with displaced students. Whether teachers themselves are displaced—internally or as asylum-seekers or refugees—and whether they are working with refugee or host community students will have major implications for policy decisions to support these teachers. Of course, not all crisi","cbCairB6yvoAEna6","https://ap.wps.com/l/cbCairB6yvoAEna6","pdf",210665,16,"English","# Background\n## Education and teacher roles in crisis contexts\n## Teacher professional development and well-being overview\n# Evidence\n## Policy design and teacher identity distinctions\n## Crisis-sensitive national teacher policy factors\n## Training needs for teachers in emergencies","[{\"question\":\"Why are teachers particularly important in conflict-affected and displacement settings?\",\"answer\":\"Teachers deliver high-quality education when resources are constrained and also support students’ psychosocial well-being. They help uphold cultural practices and support learners’ transition to new environments.\"},{\"question\":\"How does displacement status affect policy decisions for teachers?\",\"answer\":\"The brief stresses distinguishing between displaced teachers and teachers working with displaced students. Whether teachers are displaced and whether they teach refugee or host community students strongly affects how policies should be designed.\"},{\"question\":\"What factors are needed to develop a national crisis-sensitive teacher policy?\",\"answer\":\"The brief identifies interconnected policy areas and emphasizes attention to planning and management, pay, working conditions, training and professional development, and consultation strategies for engaging teachers and representatives.\"}]","Evidence for System Transformation - Part 2 - Teacher Professional Development and Well-Being | PDF"]