Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

The Role of Teachers in Building Resilience of

Refugee Learners: A Case Study of Primary Schools
in Nakivale Settlement, Isingiro District- Western
Uganda
Opul Joseph, Dr. Itaaga Nicholas and Dr. Wafula Wycliffe
College of Education, Makerere University, Kampala Uganda

Abstract:- The study investigated the role of teachers in in schools, colleges or universities. According to Sesnan, et
building the resilience of refugee primary school learners al (2013) learning is a process by which we acquire and retain
in the Nakivale settlement in Isingiro, Western Uganda. attitudes, knowledge, understanding, skills and capabilities
Specifically, the study sought to assess how the role of that cannot be attributed to inherited behaviour patterns or
teachers affected the building of resilience in terms of physical growth. Therefore, learning is not complete until
classroom teaching, creative arts / extracurricular teaching has taken place. Equally, teaching is not complete
activities and provision of refugee psychosocial support until there is a teacher place. Similarly, Kilonzo (2009)
(collaborative problem-solving activities). This study was contends that teachers are supposed to be role models
conducted using a qualitative case study and its paradigm behaving in parents all the times. Teachers matter more than
position was interpretive. Rutter (2013) resilience theory any other single factor for the quality of learning in schools
was used as a theoretical basis. Thirty-five participants, and are the central aspect of refugee education. Sometimes
including head teachers, teachers, Parent Teacher there is no building, no administration, but there is a teacher.
Associations (PTA), School Management Committee It is these teachers who determine the effectiveness of refugee
(SMC) members from Kashojwa, Nyarugururu, and education: “while schools can provide safe environments
Nakivale primary schools. Included in the study were the where structure, stimulation and opportunities for learning
Development Partners and Education Officials from healthy socialization with peers and adults can help mitigate
Isingiro District. The study found that the teachers’ roles the trauma of war, it is teachers who determine the
that included classroom teaching, creative availability and quality of these programs daily (Howard and
arts/extracurricular activities and refugee psychosocial Johnson, 2002). That is why Simatwa (2010) studies on “Job
support were not adequately contributing to the resilience satisfaction and dissatisfaction among teachers in Kenya”
of refugee learners in primary schools in Nakivale found that the relationship between high performance of
settlement. The study concluded that the role of teachers schools and the nature of how they work and the kind of
in building resilience of refugee learners in three primary discipline exhibited by these schools was a critical factor for
schools in Nakivale settlement was inadequate as a result the success of these schools.
of ineffective classroom teaching, lack of creative
arts/extracurricular activities and insufficient refugee Effective teaching and learning is critically important
psychosocial support. The study recommended a need to for all pupils, and especially for refugee learners. For this to
put in place a teacher management framework that critically happen, teachers must teach in stimulating and
specifies the roles and functions of teachers applicable in supportive classroom environments where they are respected
refugee contexts, the primary teacher education training and valued. In fact, no education can take place without
refugee curriculum should be reorganized and aligned to teachers and no education can be better than the quality of its
cater for the training of specialized teachers in refugee teachers. Teachers have the first-line responsibility for the
education and lastly the terms and conditions of service education of all learners in their classes. Accordingly,
for specifically refugee teachers should be developed if classroom teachers should ensure that they plan their lessons
their roles are to contribute to the building resilience of carefully to address the diverse needs within the classroom
refugee primary school learners in Nakivale settlement. (Farrant, 1997). They need to adapt their teaching approaches
for some pupils, especially those in primary schools in
Keywords:- Teachers Roles, Resilience and Refugee Nakivale settlement whose individual progress, application,
Learners. motivation, communication, behaviour or interaction are
causes for concern. This may require targeted interventions to
I. INTRODUCTION develop relevant adaptive skills related to this needs. Beyond
simply being present to teach, teachers play several critical
Teaching is a noble profession in society globally which roles in providing education to refugee children and youth.
requires disciplined teachers. A teacher is an important First, teachers provide a source of continuity and normality
person designed to facilitate learning. Therefore learning will for children, attending to their physical, cognitive and social
not be possible until teaching takes place. And teaching is a needs (Sommers, 2002). Second, their direct work with
deliberate structuring of an environment to facilitate learning children and their families is critical in helping restore a sense

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
of stability and confidence (Sinclair, 2001). In addition, free, attracting and retaining teachers in refugee primary
teachers can help support recovery and transition post- schools remains a challenge.
conflict and after emergencies, can promote security, peace
and human rights, both in their home countries upon return Although education is said to contribute to resilience of
and in host countries, where they may stay indefinitely refugee learners through quality teaching, the contribution of
(Daresh and Playko, 1985). While schools can provide safe teachers in building resilience of refugee primary school
environments where structure, stimulation and opportunities learners is not known since a majority of refugee learners fail
for learning healthy socialization with peers and adults can to complete school as they dropout before primary six and
help mitigate the trauma of war, it is teachers who determine seven. In fact UNHCR (2019) estimates that 90% of these
the availability and quality of these programs daily” (Bobek, learners who drop out of school are due to shortage of
2002). Poor quality of teachers reduces the demand for teachers, overcrowded class rooms, limited psychosocial
education and thus enrolment and persistence. Therefore support programmes, language barrier, lack of feeding
investment in the supply of quality teachers is critical to programmes, violence, exploitation, abuse, neglect, rape, and
achieving the goals of access and quality outlined in the torture, among others, as evidenced by learners’ continued
(UNHCR, 2015) Education Strategy. Teachers working with exhibition of violence, distracting other learners from their
refugee children may be the only literate adults in a studies, failure to observe school rules and regulations
community ravaged by the effects of war (Maslach and (UNHCR Reports, 2016 and 2020). Past studies have also
Jackson, 1981). Many argue that in such contexts that are reported that the current education provided to refugee
permanently without teachers, there can be little effective learners is not adequately contributing to building of
schooling (Sesnan, Allemano, Ndugga and Said, 2013). resilience among primary schools in Nakivale settlement
Although the UNHCR Global Education Strategy 2030 (Akello, 2021). If this situation is not addressed, then refugee
acknowledges that teachers matter more than any other single learners will not be able to recover from adversity in order to
factor to learning, the role of teachers in building resilience build resilience.
of refugee learners and needs to be effective (Seyfarth, 2005).
II. THEORETICAL FRAMEWORK
However, recent assessments on Uganda refugee
education have identified a number of serious challenges
affecting the building of resilience of refugee primary school The study was anchored on Rutter (2013) resilience
learners. These include shortage of trained teachers in refugee theory. This theory states that the ability to withstand
education, absence of a refugee teacher management adversity, bounce back and grow despite life’s downturns is
framework, continuous professional development schemes affected by risk factors which are associated with elevated
and motivation of teachers; lack of infrastructural capacity, probabilities of undesirable outcomes for specific groups.
including classrooms and teaching and learning materials; the Rutter (2013) contends that it is not the nature of adversity
presence of aged learners in early‐grade classrooms; and the that is most important, but how we deal with it. According to
need for psychosocial and emotional support among refugee the study, when refugee primary school learners face
learners who have suffered trauma (UNHCR, 2019). Despite adversity (i.e. misfortune, or frustration), the curriculum used
these drawbacks, teachers can have an immense influence on for teaching them helps them to build resilience. The theory
(refugee) children’s learning. Teachers can both enhance and assumes that the 7C’s of resilience; learning competence,
hinder conflict. While teachers have great potential to confidence, connection, character, contribution, coping, and
positively affect children’s lives, in some contexts their control help learners bounce back to their normal conditions.
limited professional orientation and support may hinder such In fact, as for the primary school learners in Nakivale refugee
possibilities (UN, 2016). settlement, Rutter (2013) posits that education using a well
designed curriculum and its quality implementation can lead
Nakivale Refugee Settlement in Uganda is the oldest to academic resilience. When some learners have relatively
refugee settlement in Africa, and benefits from what is often good outcomes (class room resources, supportive school
lauded as the most progressive refugee policies in the world environment and learners’ wellbeing) despite having
(UNHCR, 2022). There are 57 primary refugee-hosting experienced serious adversities, their outcome will be better
schools in Nakivale refugee settlement. There are 10 primary than that of other learners who suffered the same
schools under government aid, managed directly by the experiences” (Rutter, 2013).
District Local Government, and 47 private primary schools.
These schools host a total of 34,150 refugee learners. Of that III. METHODOLOGY
number, 24,299 are learners in primary schools while 8,809
are enrolled in secondary schools (Education Response Plan The study adopted a qualitative research approach. The
for Refugees and Host Communities for Isingiro District, approach was ideal because it allowed the researcher to
2019). The increasing number of refugee learners as a result collect data by interacting extensively and closely with
of an influx and high birth rates has created pressure on the participants during the study. Qualitative research enables a
education facilities and teachers in these schools. Resultantly, researcher to interact with participants in order to gain insight
UNHCR and NGO Partners are providing of additional about the nature of a particular phenomenon (Leedy et al,
financial support to teachers in Nakivale refugee settlement 2001). The paradigmatic position was interpretive. Every
(ERPRHC, 2019). Although Uganda primary education is qualitative research has an interpretive perspective, which
focuses on uncovering participants’ views (Lapan et al,

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
2012). The paradigm was chosen because it allowed the particularly significant, as they provide crucial continuity and
researcher to acquire information by engaging in dialogue socio-emotional support. They are sometimes the only
with participants. The study was conducted in the form of a educational resource available to refugee learners. Therefore
case study. A case study was preferred because it provided an in a nut shell, to implement the curriculum with fidelity,
in-depth description and exploration of a specific subject that teachers’ roles must be clearly defined to align with the
was under study (Lee et al., 2010). The study was conducted curriculum as well as support their individual needs and those
in Kashojwa, Nyarugururu and Nakivale primary schools in of the refugee learners. This is because a school is the setting
Nakivale settlement. These schools have both the refugee where curriculum implementation takes place with the
learners and learners from host communities. The schools teachers as the agents, learners as the consumers of the
offer two curriculums-the formal and the AEP. curriculum.

In almost all qualitative research, purposive sampling is V. DISCUSSIONS

adopted in which researchers use their judgement to select a
sample that they believe, based on prior information that will The findings of this study exemplified the central role
provide tha data they need (Fraenkel et al., 2007). In this of teachers as resources in quality curriculum implementation
study, purposive sampling was used to select 35 participants: and in building resilience of refugee learners. Notably, as
three head teachers, two chair persons of PTA & SMC, six UNICEF (2000) advocates for quality in education based on
classroom teachers, eighteen refugee learners, two district the competence or training of teachers, their role in refugee
education officials and two representatives of development resilience building was not well defined. The study noted that
partners. Data were collected using documentary reviews, there were inconsistencies in the participant’s responses that
semi structured interviews with each of the participants and lacked coherence and configuration on the exact roles of
focus group discussion with all refugee learners. Data were teachers in resilience building. However, after refining the
analysed using analyzed using thematic analysis from the responses from the participants, the roles of teachers were
themes derived from the research objectives. The themes identified as classroom teaching, creative arts/extracurricular
were arranged into categories and sub-categories while activities and refugee psychosocial support, a finding that was
ensuring that the identity of participants was protected, and consistent with studies conducted by UN (2016) and the
comments were made accordingly. Ethical issues were UNHCR Global Education Strategy 2012–2016). Indeed
observed by obtaining clearances from the University, there is no doubt that teachers facilitate learning through
Uganda National Council for Science and Technology and curriculum implementation and wholesome development of
office of the Prime Minister. The purpose of the study was learners. It’s therefore clear that teachers are the key to
explained to all the participants. They were informed of that success in any education system (Winthrop and Kirk, 2008).
they were free to withdraw from the study at any point in In refugee settings, the role of teachers is particularly
time. Consent forms were signed and pseudonyms were used significant, as they provide crucial continuity and socio-
to ensure confidentiality. Validity, reliability and emotional support. They are sometimes the only educational
trustworthiness were ensured by the study, which was done resource available to refugee learners. There are other studies
to test the instruments. Feedback was taken back to the such as that by (King, 2011) and Musikhe, 2014) that support
participants to show how they responded. This was done to the above findings. In fact they observed that the teacher as
enhance trustworthiness of the study. an educator has an important role in educating learners. As
such, the teacher becomes a role model that is often imitated
IV. FINDINGS by learners, so the teacher should set a good example.
Notably, as Kumi-Yeboah. (2016) observes, teachers are the
The study found that the teachers’ roles that included central aspect of refugee education. Sometimes there is no
classroom teaching, creative arts/extracurricular activities building, no administration, but there is a teacher. It is these
and refugee psychosocial support were not adequately teachers who determine the effectiveness of refugee
contributing to the resilience of refugee learners in primary education: “while schools can provide safe environments
schools in Nakivale settlement. The role of teachers in where structure, stimulation and opportunities for learning
building resilience of refugee learners in three primary healthy socialization with peers and adults can help mitigate
schools in Nakivale settlement was inadequate as a result of the trauma of war, it is the teachers who determine the
ineffective classroom teaching, lack of creative availability and quality of these programs daily.
arts/extracurricular activities and insufficient refugee
psychosocial support. Operationally the head teacher of The study found that the role of teachers in the building
Nyarugururu primary school explained that they implement of resilience of refugee primary school learners in primary
teaching approaches and methodologies that facilitate the schools in Nakivale settlement was of affected by ineffective
inclusion of learners including those with special educational classroom teaching, a finding that is consistent with
needs by way of cooperative teaching and learning within (Wambede and Oruru, 2021). In refugee settings, classroom
mainstream classrooms, collaborative problem-solving teaching is particularly significant if all learners can attain
activities, heterogeneous group work, differentiation, language proficiency, as it provides crucial communication
interventions to promote social and emotional competence in and facilitates learning. Although effective classroom
teaching, learning and assessment. It’s clear from the teaching is critical for the building of learners’ resilience in
description of teachers roles they are key to success in any primary schools in Nakivale settlement, teachers must
education system. In refugee settings, the role of teachers is possess a deep mastery of English language and pedagogy.

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Besides, the number of teachers in every school should be origin and hence the need for psychosocial supports.
adequate too depending on the learners’ population (UNHCR Guidance and counseling is a crucial psychosocial support
Global Education Strategy 2012–2016). service that schools in Nakivale should provide to enable
learners achieves academic adaptation to thrive and regain
Lack of creative arts/extracurricular activities was their emotional and academic competences. Although there
identified as one of the factors that hindered the building of are other simple practical ways through which psychosocial
resilience of refugee primary school learners in primary support services can be provided to refugee learners, they
schools in Nakivale settlement. The participants observed have not yet been adopted by schools in Nakivale. These
that creative arts/extracurricular activities offered learners an ways include: behavioral modification, cognitive skill
opportunity to improve their skills in English by acting and restructuring, social skill training, and painting among others.
interacting in different didactic situations which mimic their The challenges experienced by the primary schools in
social contexts. This finding is in agreement with (UNESCO, Nakivale settlement in the provision of psychosocial support
2003). The finding was supported by statements from services included; inadequate knowledge and skills of
participants, “When creative arts are pursued along with teachers on psychosocial support provision, differences in
education they teach learners lessons that they remember for cultural beliefs, lack of interest of teachers in psychosocial
a lifetime. These pursuits’ help them understand and provision, inadequate space in schools for child friendly
eventually develop their personalities. Hours spent playing a spaces where play activities can be conducted, inadequate
sport or learning an instrument is often looked back as funds to recruit psychosocial workers in schools, lack of
enjoyable. Further, such activities instill personality traits and enough time to provide psychosocial services by the teachers
key skills in learners that will help them across all walks of and NGOs, rigid curriculum, inadequate funds to purchase
life. For example, learning an instrument helps build focus psychosocial support materials in schools, stigma in the
and enhances creativity. Sports help children value society and unsafe learning environments. The integration of
teamwork, respect and above all, accepting defeat with grace” psychosocial support into educational activities is premised
Academic success and engagement have been linked to on several key concepts and principles that are referred to
participation in extracurricular activities. Any academic frequently in that it reduces school dropouts and enhances
program's effectiveness is determined by learners' completion of the primary school cycle and progression
achievement in all activities, both inside and outside the (Brown, 2001, Burns and Lawrie, 2015 and Shah, 2017). The
classroom. Classroom activities and co curricular activities reports from the three schools agreed with the findings that
are usually mixed into an academic curriculum. Co-curricular class the role of teachers i.e. classroom teaching, creative arts/
activities extend classroom learning by assuming previously extracurricular activities and refugee psychosocial support
acquired materials for various challenges (UNHCR Global was a corner stone in the building of resilience in terms of
Education Strategy 2012–2016). However, as teachers of language proficiency, curriculum adaptation and completion
refugee learners, they should value creative arts because they of the primary school cycle of refugee primary school
help the refugee learners to adapt to the curriculum. When learners in Nakivale settlement.
refugee learners like creative arts that is when they keep at
school and continue with their education. At the same time it VI. CONCLUSION
sharpens their minds with exposure of their talents. Therefore
the role of teachers should be to help support recovery and The study concluded that the role of the teachers in
transition as they provide immense support towards refugee building resilience of refugee learners in three primary
children’s learning that can build on their resilience. schools in Nakivale settlement was classroom teaching,
creative arts/extracurricular activities and refugee
psychosocial support, and that the contribution of teachers to
The study also found that refugee psychosocial support the resilience of refugee primary school learners in primary
was insufficient. Participants stated that “We provide schools in Nakivale settlement was inadequate due to
psychosocial support to refugee learners at school that aims ineffective classroom teaching, lack of creative
to promote or protect their well-being. However it is not arts/extracurricular activities and inadequate refugee
really adequate in as far as language proficiency is concerned. psychosocial support.
But where necessary we sometimes have interpreters who
come in our aid especially when we follow them up to their
homes” This finding is consistent with past studies (Carlos- RECOMMENDATION
Guzmán, 2016). Refugee psychosocial support builds internal
and external resources for refugee learners to cope with The study recommended the need to need to put in place
adversity. It also supports families to provide for children’s a refugee teacher-management framework to enhance their
physical, economic, educational, health and social needs. roles in the building of resilience of refugee learners. The
Psychosocial support also helps build resilience in children primary teacher education training refugee curriculum should
(Kiyaga-Nsubuga, 2005). The researcher observed that be reorganized and aligned to cater for the training of
psychosocial support services are still wanting in primary specialized teachers in refugee education. Those factors that
schools in Nakivale settlement given the overwhelming enable teachers to build resilience of refugee primary school
number of learners with social emotional difficulties in these learners should strengthened and enhanced if the teachers
schools. These learners have wounds of traumatic have adequately contribute to resilience building of refugee
experiences as a result of the crisis faced in their countries of learners in primary schools in Nakivale settlement.

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Volume 7, Issue 12, December – 2022 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
[14]. Kilonzo, (2009). Challenges by head teachers in the
STUDY IMPLICATIONS management of students’ Indiscipline in public
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teachers are concerned. This study holds that if indeed Ministerial Conference on Leadership Capacity
Uganda has to achieve the Sustainable Development Goals, Building for Decentralized Governance and Poverty
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Vision 2030, we must address any negative influences June 6 – 8, 2005.
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