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Lebanese Teachers’ Perceptions of their Subjective Well-being in Times of Crisis

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dc.contributor.author Atchan, Tala
dc.date.accessioned 2022-08-18T06:31:35Z
dc.date.available 2022-08-18T06:31:35Z
dc.date.copyright 2022 en_US
dc.date.issued 2022-04-29
dc.identifier.uri http://hdl.handle.net/10725/13948
dc.description.abstract Lebanese citizens in general and school teachers in particular have been experiencing intensely challenging circumstances since October 2019, including a political upheaval, an economic collapse, a global pandemic and one of the largest non-nuclear blasts in recorded history, thus jeopardizing their lives and their livelihood. This study examines how English K-6 teachers at private schools in Beirut describe their mental well-being in light of the health, economic and political unrest following the Beirut port explosion. The study utilizes a mixed method research design triangulating data from a quantitative survey, semi-structured interviews, and auto-ethnographic journals to gain insight into the perspectives of the teachers regarding their subjective wellbeing. The quantitative results show that the teachers’ wellbeing has been greatly impacted by the explosion and the concurrent crises, where the majority of the teachers reported not getting the needed support to persevere and manage during these tough times. The majority of the teachers also reported high levels of stress and felt that they were unsafe in the country, where more than half of the participants expressed an intent to leave Lebanon. The qualitative data supports findings from the quantitative data, where the thematic analysis gave rise to themes that illustrate the traumatic experiences of the teachers during this period of protracted social crisis. Participants profoundly expressed their struggle with their psychological health post blast, as well as highlighted the need for support. Hence, prioritizing teachers’ wellbeing is key to their perseverance as Lebanese citizens and as educators who play a central role in maintaining flailing educational system in Lebanon. en_US
dc.language.iso en en_US
dc.subject Teachers -- Lebanon -- Beirut -- Psychology en_US
dc.subject Well-being -- Lebanon -- Case studies en_US
dc.subject Teachers -- Health and hygiene -- Lebanon -- Beirut en_US
dc.subject Lebanon -- Social conditions -- 21st century en_US
dc.subject Lebanon -- Economic conditions -- 21st century en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Lebanese Teachers’ Perceptions of their Subjective Well-being in Times of Crisis en_US
dc.type Thesis en_US
dc.title.subtitle A Case Study en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201205564 en_US
dc.author.commembers Mouchantaf, Maha
dc.author.commembers Natout, Mahmoud
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (xiii, 113 leaves): col. ill. en_US
dc.author.advisor Bahous, Rima
dc.keywords Subjective Wellbeing en_US
dc.keywords Beirut Blast en_US
dc.keywords Pandemic en_US
dc.keywords Teachers en_US
dc.keywords Lebanese Crisis en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 89-97) en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.430
dc.author.email tala.atchan@lau.edu en_US
dc.description.irb LAU.SAS.RB4.13/Jan/2022 en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US


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