Analysis of teachers’ self-perception in an accelerated learning program in Northeast Nigeria

The Boko Haram fueled on-going armed conflict in Northeast, Nigeria led to the lack of capable, efficacious, and motivated teachers who can teach internally displaced school-aged children. We explore how teachers perceive their capacity, efficacy, and motivation (CEM) to ensure quality education for the displaced children. In general, the findings contribute to a better understanding how to support teachers’ professional development in conflict-affected areas, emphasizing the need for tailored interventions that enhance their self-perception of CEM, key to better Education in Emergency (EiE) programs. Specifically, it shows how self-perception could be a good pointer to the what would be an effective and impactful professional development. • Education provides a stabilizing structure for coping with daily trauma. • Teachers' capacity, efficacy, and motivation (CEM) are impacted by human conflicts. • Impact of geo-location on teachers' self-perception of their CEM was examined. • Teachers self-rated their CEM as high. • They believed that the quality of the teacher was important.