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Teaching in conflict settings: Dimensions of subjective wellbeing in Arab teachers living in Israel and Palestine
ARTICLE

, , University of Milano-Bicocca, Italy ; , Galilee Society, Israel ; , Institute of Arab Research & Studies, Egypt

International Journal of Educational Development Volume 61, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

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.

Citation

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(1), 16-26. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2017.11.009

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