Complex Matrices Between Teacher Well-being and Learner Performance in Rural Education Ecosystems

Even though explanations for student underachievement in academic work are well documented, the influence of teacher well-being on learner performance remains under-explored. This study aims to explore the complex matrices between teacher well-being and learner performance in rural settings. Teacher well-being and learner performance in rural education ecosystems have been a cause of concern globally. Using Zimbabwe as a case, this qualitative desktop study uses primary and secondary documents in the public domain to delve deeper into the complex matrices of teacher well-being and other interweaving factors that impinge learner performance in rural education landscapes. The article responds to two questions: what teacher-related factors militate against learner performance in rural schools, and how can these be addressed? The study finds that teacher well-being is a critical but often overlooked factor in rural student achievement beyond known socio-economic influences. Tapping into the broaden-and-build theory as the illuminating lens, we argue that, without fully exploring how teacher well-being (or lack thereof) influences learner performance in rural schools, there is a missing cog in unravelling the probable causes for poor examination results in historically marginalised educational ecosystems. Considering this, the study recommends that developing countries in similar contexts, through their Departments of Education, start intervention strategies to improve teachers' well-being in rural ecologies if learner performance must be improved. The paper shares insights into what contributes to poor academic performance in rural settings and then suggests mitigation strategies.