Teacher Retention in Refugee and Emergency Settings: The State of the Literature

Teacher quality is recognized as a primary driver of variation in student learning outcomes, particularly in refugee and emergency settings, but few studies have examined the factors that motivate or demotivate teachers in these contexts.

This article examines secondary source materials from academic experts and gray literature from United Nations agencies and nongovernmental organizations to identify seven key areas that affect teacher retention in refugee and emergency settings: teacher recruitment, selection, and deployment; the teaching environment; certification; professional development; incentives; management structures; and status and social recognition. Further, we identify critical gaps in the literature surrounding refugee teachers and their retention and suggest specific areas for further research.

Teacher Retention in Refugee and Emergency Settings: The State of the Literature is featured in the Fall 2015 issue (Vol 14, No 3) of the International Education Journal: Comparative Perspectives.