The Role of Work Organization in Teacher Training Projects: A Case Study from Bukavu, DRC

This paper examines how work organization influences the success of teacher training projects, using a case study from Bukavu, Democratic Republic of Congo. Although educational reform in Sub-Saharan Africa has focused heavily on access and equity, organizational structures remain an underexplored dimension in determining training outcomes. Drawing on a qualitative case study of a classroom management workshop for secondary school English teachers, the research reveals that poor task distribution, weak leadership, and ineffective time management significantly hinder project effectiveness and sustainability. Data were collected through semi-structured interviews, direct observation, and document analysis. Findings highlight the strategic importance of well-structured work environments characterized by role clarity, collaboration, supportive leadership, and effective resource use. This study calls for the strengthening of organizational competencies among educational actors as a prerequisite for improving teacher development and educational quality.