Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results
| Autor: | Manuela Balliet, Yah Ariane Bernadette N’Djoré, Elizabeth Allen, Clare Tanton, Kerrie Thornhill, Beniamino Cislaghi, Karen Devries, Mazeda Hossain, Louise Knight, Fanny Procureur, Lucia Quintero, Mustapha Dally, Dedou Gruzshca Ferrand N’Guessan, Katherine G. Merrill |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Classroom management
LB Theory and practice of education education child protection Violence Global Health behavioral disciplines and activities HV Social pathology. Social and public welfare. Criminology Formative assessment Intervention (counseling) mental disorders Medicine Humans Learning non-accidental injury Medical education Schools business.industry public health General Medicine Theory of change Cote d'Ivoire Child protection Survey data collection JQ Political institutions Asia Brief intervention School Teachers business qualitative research Qualitative research |
| Zdroj: | BMJ Open BMJ Open, Vol 11, Iss 11 (2021) |
| ISSN: | 2044-6055 |
| Popis: | ObjectivesTo gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.DesignMixed-methods formative research.SettingPrimary schools in Tonkpi region, Cote d’Ivoire.Participants160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.InterventionsLearn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.OutcomesFor survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.ResultsFour-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; pConclusionsData suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted. |
| Databáze: | OpenAIRE |
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