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Teachers in the Global South struggle with psychological wellbeing, teacher professional development and identity, as well as political issues, which pose another barrier to teacher wellbeing. Prioritising their well-being, development and professional identity helps ensure school and student academic success and learning performance in the future. Initiatives such as effective policies, programmes, training, and interventions to help teachers overcome their challenges are little known in the developing world, and teachers voices on the challenges and difficulties they face are predictably not heard. Compared to the Global North, there is a lack of research and studies on teacher wellbeing, development and professional identity in the Global South. This book focuses on teacher well-being, development, and policy across the world, specifically in the Global South. It conveys educators' and practitioners' contributions through research and knowledge sharing to amplify teachers voices on the pressing issues, problems, and challenges facing teachers in the Global South. It also advocates practical solutions and recommendations for teachers and governments in the Global South, using empirical and non-empirical evidence to address the challenges.
This book serves as a useful reference for academicians, school principals, teachers, managers, higher institution leaders, policymakers, psychologists, education ministries, and postgraduate students.
Info autore
Ismail Hussein Amzat is an Associate Professor at the Department of Social Sciences and Educational Leadership, International Islamic University Malaysia (IIUM). He was a senior visiting lecturer at the School of Education, Universiti Utara Malaysia, and a visiting assistant professor at the College of Education, Sultan Qaboos University, Oman. He is an editor of the books Fast Forwarding Higher Education Institutions for Global Challenges: Perspectives and Approaches (Springer, 2016), Teacher Empowerment Towards Professional Development & Practices: Perspectives Across Borders (Springer, 2017), Teacher Professional Knowledge and Development for Reflective & Inclusive Practices (Routledge, 2017), Predictive Models for Educational Leadership and Practices (IGI Global, 2019), and Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practices for Teachers (Routledge, 2023). In 2022, he was awarded as one of the 50 top contributors to IIUM’s research performance, and Highest Top Researchers of Joint Publications for 2019–2021 in IIUM.
Muhammad Khalifa is a Professor of Educational Administration and the Executive Director of Urban and Rural Initiatives at The Ohio State University, United States. His research examines how urban school leaders enact culturally responsive leadership and antioppressive schooling practices. He was previously a teacher and administrator in Detroit Public Schools, and he has also contributed to community-informed education projects in Africa, Latin America, and Asia in various capacities. He has written extensively on minoritized student identities in school, how schools can become liberatory spaces for youth, and how schools can begin to recognize and value community and ancestral knowledges in and around schools. He is the author of the book Culturally Responsive School Leadership (Harvard Education Press, 2018). He is also coeditor of three other books and has published in education journals, including Review of Educational Research, Teachers College Record, QSE, Urban Review, Educational Administration Quarterly, and Race, Ethnicity, and Education.
Riassunto
Teachers in the Global South struggle with psychological wellbeing, teacher professional development and identity, as well as political issues, which pose another barrier to teacher wellbeing. Prioritising their well-being, development and professional identity helps ensure school and student academic success and learning performance in the future. Initiatives such as effective policies, programmes, training, and interventions to help teachers overcome their challenges are little known in the developing world, and teachers’ voices on the challenges and difficulties they face are predictably not heard. Compared to the Global North, there is a lack of research and studies on teacher wellbeing, development and professional identity in the Global South. This book focuses on teacher well-being, development, and policy across the world, specifically in the Global South. It conveys educators' and practitioners' contributions through research and knowledge sharing to amplify teachers’ voices on the pressing issues, problems, and challenges facing teachers in the Global South. It also advocates practical solutions and recommendations for teachers and governments in the Global South, using empirical and non-empirical evidence to address the challenges.
This book serves as a useful reference for academicians, school principals, teachers, managers, higher institution leaders, policymakers, psychologists, education ministries, and postgraduate students.
