Call for Special Issue-Teacher Wellbeing in Rural Landscapes

2024-02-02

THEME: Nurturing the Roots of Sustainability: Teachers' Wellbeing and Education in Rural Landscapes.

  Guest Editors: Kananga Robert Mukuna (PhD)   
                          mukunakr@ufs.ac.za
                          Department of Educational Foundations
                          Faculty of Education
                          University of the Free State
                          South Africa  


                          Damilola R. Seyi-Oderinde (PhD)
                          dseyiode@purdue.edu
                          Evaluation and Learning Research Center
                          College of Education
                          Purdue University
                          United States of America

BACKGROUND

In the context of the United Nations Sustainable Development Goals (SDGs), particularly Goal 4, which emphasizes quality education, the role of teachers becomes increasingly vital. This is especially true in rural schools where the challenge of integrating sustainable development into educational practices is compounded by unique socio-economic and geographical constraints (Dube, 2017; Du Plessis & Mestry, 2019; Marouli, 2021). The wellbeing of teachers in these environments is crucial, as it directly impacts their ability to deliver quality education that aligns with sustainable development principles. However, the specific needs and challenges faced by teachers in rural settings often remain underrepresented in sustainability education discourse. Challenges such as isolation, limited access to resources, and reduced opportunities for professional growth not only hinder their personal wellbeing but also their capacity to impart knowledge (Wang & Chen, 2022; Meyer et al., 2023) effectively.

The disparity in resources and support between urban and rural educational settings leads to a heightened risk of stress and burnout among rural teachers (Garwood et al., 2018), affecting the overall education quality. This issue is of particular concern given the critical role that education plays in achieving SDG Goal 4. Despite the significance of this issue, there is a notable lack of comprehensive research focusing on the wellbeing of teachers in rural schools within the context of sustainable development education. This gap in the literature highlights the need for a dedicated examination of how the wellbeing of these educators can be supported and enhanced, considering the unique challenges they face in rural environments.

To address this need, this special issue seeks to explore the intersection between teacher wellbeing and sustainable development education in rural schools, aligning with the broader objectives of SDG Goal 4. We invite submissions that delve into this area, particularly interested in empirical studies that offer new insights and practical solutions. However, original, systematic reviews, in-depth theoretical articles, conceptual opinions and case studies will also be considered. We welcome a variety of research methodologies, encouraging contributions that enrich academic understanding and provide actionable recommendations for policymakers, educational leaders, and practitioners working towards achieving quality education for sustainable development in rural contexts. Preference will be given to empirical studies, but all submissions that meet the criteria of originality will be considered.

CONTRIBUTION PROCESS

Prospective contributors are invited to submit their abstracts to the guest editors at mukunakr@ufs.ac.za and copy dseyiode@purdue.edu using the subject line “Teacher Wellbeing in Rural Landscapes”. A prompt response will be provided within three to five days, and if accepted, the author(s) will be requested to prepare and submit their full manuscripts; if not, the authors will be notified accordingly. For submission guidelines and Article Processing Charges, including formatting and referencing style, please refer to the author guidelines provided at this link [https://pubs.ufs.ac.za/index.php/ijrcs/guidelines].   

 

ABSTRACTS FOR PAPERS SHOULD INCLUDE

  • A concise title
  • Author/s name/s
  • Author(s) institution/affiliation
  • Contact details
  • An abstract (250 words or less)
  • Five keywords

TIMEFRAME (February 1st – August 30th 2024) 

  • Abstract submission begins on the 1st of February and ends on the 30th of March 2024. Abstracts are accepted or rejected within three days of submission, and if accepted, you will be required to submit your full article.
  • Submission of full articles starts immediately and ends on the 30th of August, 2024.
  • The Journal operates on a continuous publishing model. This means that articles are considered individually, sent for peer review, and, if accepted at any time of the year, are immediately made available online on an article-by-article basis.

 

AUTHOR'S RESPONSIBILITIES

  • A similarity index of 10% or less is required for an article to be considered for review. Upon submission, all articles will undergo screening using Turnitin software.
  • The Article Processing Charge is payable by the corresponding author or affiliation(s), as applicable, upon acceptance. Authors eligible for a waiver or discount may approach the Journal before submission. For more information, see the APC waiver and discount policy at [https://pubs.ufs.ac.za/index.php/ijrcs/waiverpolicy].
  • Please visit the author guidelines, download, and use the submission template for your full article.

 

GUEST EDITORS’ PROFILE

  1. Dr Kananga Robert Mukuna is a Senior Lecturer and Subject Head for the Senior Phase, FET, and Postgraduate Certificate in Education programs within the Department of Education Foundations at the Faculty of Education, University of the Free State, South Africa. He earned his PhD and MEd in Educational Psychology from the University of Western Cape. Dr. Mukuna specializes in Educational Psychology, Inclusive Education, and Community Psychology, focusing on interdisciplinary and integrated approaches. His research interests encompass psychological assessment, psychosocial factors, rural education, and multiculturalism. He has contributed several scientific research papers to peer-reviewed, accredited international journals. He has actively presented his research at numerous national and international conferences. As an advocate for international academic collaboration, he spearheads the engagement between the University of the Free State and Ludwigsburg University of Education in Germany. He has supervised multiple master's and doctoral candidates and is a recipient of NRF Funding. Currently, he is the editor-in-chief of the International Journal of Studies in Psychology (IJSPSY) and leads a Special Interest Group on the Psychosocialities of Teaching and Learning at the Faculty of Education, UFS.

 

  1. Dr Damilola Ruth Seyi-Oderinde is a distinguished professional in Higher Education with over a decade of lecturing experience. With academic credentials that include a Bachelor of Education (B.Ed.), a Master of Education (M.Ed.) in Guidance and Counselling, and a Ph.D. in Psychology of Education from the University of the Free State, South Africa, she has advanced from a Graduate Assistant to a faculty position through her exceptional performance. Dr Seyi-Oderinde spent eight years at Ekiti State University as a lecturer, engaging in teaching, student supervision, and extensive administrative and community engagement duties, and published research in renowned journals. Currently, she is a Researcher with Purdue University's Evaluation Learning and Research Centre (ELRC) in the USA, where she focuses on the psychosocial dynamics of teaching and learning, employing participatory research methods, and promoting diversity, equity, and inclusion. Her role as an Evaluation and Research Associate involves collaborative efforts in education research and evaluation projects, securing funding from notable entities like HRSA, USAID, and the Department of Education. Dr. Seyi-Oderinde's scholarly contributions include publications in accredited journals and presentations at leading Educational Psychology, Evaluation, and Rural Education conferences, highlighting her commitment to advancing educational practices and policies.

 

REFERENCES  

Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools–a challenge for South Africa. South African Journal of Education, 39, 1-9. https://doi.org/10.15700/saje.v39ns1a1774

Dube, C. (2017). The uptake of education for sustainable development in geography curricula in South African secondary schools. Schooling for Sustainable Development in Africa, 93-105. https://doi.org/10.1007/978-3-319-45989-9_7

Garwood, J. D., Werts, M. G., Varghese, C., & Gosey, L. (2018). Mixed-methods analysis of rural special educators’ role stressors, behaviour management, and burnout. Rural Special Education Quarterly, 37(1), 30-43. https://doi.org/10.1177/8756870517745270

Marouli, C. (2021). Sustainability education for the future: Challenges and implications for education and pedagogy in the 21st century. Sustainability, 13(5), 1-15. https://doi.org/10.3390/su13052901

Meyer, S. R., Seff, I., Gillespie, A., Brumbaum, H., Qushua, N., & Stark, L. (2023). We will need to build up the atmosphere of trust again: Service providers’ perceptions of experiences of COVID-19 amongst resettled refugee adolescents. Plos one, 18(3), e0283599. https://doi.org/10.1371/journal.pone.0283599

Wang, X., & Chen, Z. (2022). “It Hits the Spot”: The Impact of a Professional Development Program on English Teacher Wellbeing in Underdeveloped Regions. Frontiers in Psychology, 13, 848322. https://doi.org/10.3389/fpsyg.2022.848322