Authors :
Opul Joseph; Dr. Itaaga Nicholas; Dr. Wafula Wycliffe
Volume/Issue :
Volume 7 - 2022, Issue 12 - December
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3WnbMVl
DOI :
https://doi.org/10.5281/zenodo.7553046
Abstract :
The study investigated the role of teachers in
building the resilience of refugee primary school learners
in the Nakivale settlement in Isingiro, Western Uganda.
Specifically, the study sought to assess how the role of
teachers affected the building of resilience in terms of
classroom teaching, creative arts / extracurricular
activities and provision of refugee psychosocial support
(collaborative problem-solving activities). This study was
conducted using a qualitative case study and its paradigm
position was interpretive. Rutter (2013) resilience theory
was used as a theoretical basis. Thirty-five participants,
including head teachers, teachers, Parent Teacher
Associations (PTA), School Management Committee
(SMC) members from Kashojwa, Nyarugururu, and
Nakivale primary schools. Included in the study were the
Development Partners and Education Officials from
Isingiro District. The study found that the teachers’ roles
that included classroom teaching, creative
arts/extracurricular activities and refugee psychosocial
support were not adequately contributing to the resilience
of refugee learners in primary schools in Nakivale
settlement. The study concluded that the role of teachers
in building resilience of refugee learners in three primary
schools in Nakivale settlement was inadequate as a result
of ineffective classroom teaching, lack of creative
arts/extracurricular activities and insufficient refugee
psychosocial support. The study recommended a need to
put in place a teacher management framework that
specifies the roles and functions of teachers applicable in
refugee contexts, the primary teacher education training
refugee curriculum should be reorganized and aligned to
cater for the training of specialized teachers in refugee
education and lastly the terms and conditions of service
for specifically refugee teachers should be developed if
their roles are to contribute to the building resilience of
refugee primary school learners in Nakivale settlement.
Keywords :
Teachers Roles, Resilience and Refugee Learners.
The study investigated the role of teachers in
building the resilience of refugee primary school learners
in the Nakivale settlement in Isingiro, Western Uganda.
Specifically, the study sought to assess how the role of
teachers affected the building of resilience in terms of
classroom teaching, creative arts / extracurricular
activities and provision of refugee psychosocial support
(collaborative problem-solving activities). This study was
conducted using a qualitative case study and its paradigm
position was interpretive. Rutter (2013) resilience theory
was used as a theoretical basis. Thirty-five participants,
including head teachers, teachers, Parent Teacher
Associations (PTA), School Management Committee
(SMC) members from Kashojwa, Nyarugururu, and
Nakivale primary schools. Included in the study were the
Development Partners and Education Officials from
Isingiro District. The study found that the teachers’ roles
that included classroom teaching, creative
arts/extracurricular activities and refugee psychosocial
support were not adequately contributing to the resilience
of refugee learners in primary schools in Nakivale
settlement. The study concluded that the role of teachers
in building resilience of refugee learners in three primary
schools in Nakivale settlement was inadequate as a result
of ineffective classroom teaching, lack of creative
arts/extracurricular activities and insufficient refugee
psychosocial support. The study recommended a need to
put in place a teacher management framework that
specifies the roles and functions of teachers applicable in
refugee contexts, the primary teacher education training
refugee curriculum should be reorganized and aligned to
cater for the training of specialized teachers in refugee
education and lastly the terms and conditions of service
for specifically refugee teachers should be developed if
their roles are to contribute to the building resilience of
refugee primary school learners in Nakivale settlement.
Keywords :
Teachers Roles, Resilience and Refugee Learners.
