The impact of teachers' poor living standards on educational quality in Ethiopia: Evidence from teachers in Addis Ababa

Abstract

This study aims to investigate the relationship between teachers' living standards and the quality of education in Ethiopia, with a particular focus on the experiences of teachers in Addis Ababa. Employing a mixed-methods approach, this research incorporates data from 300 quantitative respondents and 30 qualitative interviews. Quantitative surveys assess the impact of living conditions on teachers' performance, while qualitative interviews provide deeper insights into their personal experiences and perceptions. The research reveals a significant correlation between poor living conditions and diminished educational quality. Teacher's report experiencing high levels of stress and burnout, which negatively affect their job satisfaction and instructional effectiveness. Qualitative data further highlight the emotional and psychological burdens resulting from financial instability, which hamper teachers' capacity to engage students and deliver quality education. The findings underscore the urgent need for policy reforms aimed at improving teachers' living standards. Ethical approval was obtained from the Research Ethics Committee, and participants provided written informed consent By enhancing their welfare, stakeholders can create a more supportive environment that benefits both educators and students, ultimately leading to better educational outcomes throughout the country. This research contributes to the existing literature by highlighting the critical role of teachers' well-being in the educational system, arguing that investments in teachers' living conditions are essential for fostering broader educational success in Ethiopia.