Developing Whole-Child Outcomes Through Teacher Training: The Impact and Implementation of Teach For Nigeria

• In Event: Developing Collective Leadership in Teach For All: Examples of Peru, Nigeria, Mexico, and the United States

Abstract

Objectives: A whole child approach to education recognizes the need to support the social, emotional, mental, physical, and cognitive development of students. Teach For Nigeria (TFN), trains teachers (i.e., “fellows”) to develop future leaders and support the whole child. Since its inception in 2017, TFN has placed 1,106 Fellows in 479 schools, reaching over 109,505 students across Nigeria. This study examines three research questions: What is the effect of TFN fellows on: (1) student’s academic achievement and student social-emotional learning (SEL)? (2) perceptions of teaching quality and classroom life? And (3) the school climate?
Theoretical Framework: Teach For Nigeria’’s primary goal is to develop promising leaders and ensure that all children fulfill their potential. In Nigeria, it is estimated that up to one third of 30 million school-aged children lack access to formally recognized schooling (USAID, 2022). With a logic model grounded in ecological systems theory (Bronfbrenner, 1974), TFN takes a whole child approach to improving the education system in Nigeria. Fellows work to improve school culture and climate with the aim of helping students to develop academically, become entrepreneurial, and become active and socially conscious citizens.
Methods: We use a matched difference-in-difference quasi-experimental methodology to examine the impact of TFN on student education outcomes. The impact study employs primary data collected in Ogun State, Nigeria in 80 schools (40 with two TFN fellows, 40 matched comparisons with no TFN fellows). Comparison schools were selected based on student demographic composition and geographic proximity to treatment schools. Eight TFN schools were selected for qualitative data collection on implementation and TFN fellows’ contributions.
Data Sources: The study sample includes 80 school leaders, 183 teachers (TFN fellows and comparison teachers), and 5,900 students (see Table 1). To investigate the impact of TFN on student’s academic achievement, we administered assessments in mathematics and English literacy. Following TFN’s logic model, to examine the impact of TFN we administered a student surveys, which included items from validated instrument to measure student SEL (e.g. growth mindset), teacher quality (e.g. clarity of instruction), and school climate (e.g. emotional safety). Data collection occurred in September 2021 and June 2022. Qualitative data in the eight sampled schools consist of: interviews with 1) TFN fellows; 2) the headteacher; and focus groups with 3) non-TFN teachers; 4) parents of children taught by TFN fellows.
Main Results: Preliminary findings from our analyses of baseline data suggest that treatment and comparison teachers were well matched. Qualitative data suggest that TFN fellows effectively engage students in academic learning and develop trusting relationships with students. Respondents reported that the fellows contribute to positive school climates. Fellows attributed their preparedness to various aspects of TFN program training.
Significance: This study is the first to explore the impact of the Teach For Nigeria program on whole child outcomes. It contributes to our understanding of the state of education in Nigeria, and it contributes to a growing body of research on Teach For All initiatives across the globe.

Authors

• Kata Mihaly, RAND Corporation
  Presenting Author

• Jonathan Schweig, RAND Corporation
  Non-Presenting Author

• Elaine Lin Wang, RAND Corporation
  Non-Presenting Author

• Sabrina Lee
  Non-Presenting Author