Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results

Devries, K, Balliet, M, Thornhill, K, Knight, L, Procureur, F, N’Djoré, YAB, N’Guessan, DGF, Merrill, KG, Dally, M, Allen, E, Hossain, M ORCID: https://orcid.org/0000-0002-1878-8145, Cislaghi, B, Tanton, C and Quintero, L, 2021. Can the ‘Learn in peace, educate without violence’ intervention in Cote d’Ivoire reduce teacher violence? Development of a theory of change and formative evaluation results. BMJ Open, 11: e044645. ISSN 2044-6055

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Abstract

Objectives: To gather evidence on whether a brief intervention (Apprendre en paix et éduquer sans violence, developed by the Ivorian Ministry of Education and Graines de Paix) to promote peace in primary schools by reducing teacher violence perpetration and improving pedagogical techniques was acceptable to teachers and affected change in intermediate outcomes.

Design: Mixed-methods formative research.

Setting: Primary schools in Tonkpi region, Cote d’Ivoire.

Participants: 160 teachers participating in the peace training, surveyed three times during implementation; qualitative in-depth interviews with 19 teachers and teacher-counsellors.

Interventions: Learn in peace, educate without violence–a brief intervention with primary school teachers designed to promote peace in primary schools.

Outcomes: For survey data, we generated composite measures of intermediate outcomes (teachers’ awareness of consequences of violence, self-efficacy in applying positive classroom management methods, acceptance of physical discipline practices in school) and used random intercept linear mixed-effects models to compare responses over time. Qualitative research included open-ended questions about acceptability and perceived need for such an intervention. A framework analysis was undertaken.

Results: Four-months post-training (vs pretraining), teachers had higher self-efficacy in applying positive classroom management methods (pre-mean=26.1; post-mean=27.5; p<0.001) and borderline lower acceptance of physical discipline practices (premean=4.2; postmean=3.6; p=0.10). We found no change in teacher awareness of the consequences of violence. Qualitatively, teachers found the intervention acceptable and understandable, perceiving it as useful because it provided methods for non-violent discipline. Teachers had mixed views about whether the techniques improved classroom dynamics.

Conclusions: Data suggest that the intervention is acceptable and leads to change in intermediate outcomes for teachers. Further evaluation in a randomised controlled trial is warranted.

Item Type:	Journal article
Publication Title:	BMJ Open
Creators:	Devries, K., Balliet, M., Thornhill, K., Knight, L., Procureur, F., N’Djoré, Y.A.B., N’Guessan, D.G.F., Merrill, K.G., Dally, M., Allen, E., Hossain, M., Cislaghi, B., Tanton, C. and Quintero, L.
Publisher:	BMJ
Date:	November 2021
Volume:	11
ISSN:	2044-6055
Identifiers:	Number Type 10.1136/bmjopen-2020-044645 DOI 1622067 Other
Rights:	© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.
Divisions:	Schools > School of Science and Technology
Record created by:	Linda Sullivan
Date Added:	24 Nov 2022 13:52
Last Modified:	24 Nov 2022 13:52
URI:	https://irep.ntu.ac.uk/id/eprint/47499

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