Emerging perspectives of teacher agency in a post-conflict setting: The case of Liberia

Abstract

This qualitative case study explores the emerging perspectives of teacher agency in post-conflict Liberia. Findings reveal that teachers in Liberia see themselves and are seen as second parents, humanitarians, ‘town criers,’ role models, guardians, parents, counsellors, unifiers, agents of peace, ‘Hercules,’ and psychologists to help students suffering from post-traumatic stress disorder after the 2003 civil war and 2014–2015 Ebola outbreak. The findings of this study demonstrate that the understanding of teacher agency in a post-conflict setting differs from what is often expected of teachers in many education systems: to be implementers of curriculum and educational reforms.