Abstract
This study investigates the teaching climate and teachers' engagement in public secondary schools situated within armed conflict zones. Specifically, it explores how these teachers develop their commitment and connection to the school in various aspects, including their perceived role, relationships with colleagues, access to opportunities, and emotional well-being. The methodology was quantitative, with a descriptive and confirmatory factorial analysis of cognitive and emotional engagement to measure the fit of the data with the theoretical model. The questionnaire used was the "Teacher Engagement Instrument" (Klassen, Yerdelen & Durksen, 2013). The sample consisted of 112 teachers from 50 of the 92 official educational institutions (IEO), with a participation rate of 75.2%. The majority of the teachers were between 41 and 51 years old. The results showed that the factors with significant differences were in the following: Emotional Engagement with three variables: Subject (0.016), Course (0.001), Type of appointment (0.037). Cognitive Engagement, with two variables: Course (0.028) and Subject (0.025). Social Engagement: Students with two variables: Course (0.048), Type of appointment (0.015) and Social Engagement: Colleagues with one variable: Course (0.033). Our analysis of engagement among teachers in 50 in conflict-affected schools suggests that Emotional Engagement is the most valuable aspect of their daily work, receiving the highest ratings compared to Social Engagement with colleagues. This highlights the need for interventions that specifically address and support teachers' emotional well-being in conflict zones.
Author Information
Cesar Fernando Vega Barrero, Autonomous University of Barcelona, Spain
Isabel Alvarez, Autonomous University of Barcelona, Spain
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