Qualitative study uncovers psychological challenges and coping strategies among volunteer teachers, highlighting the necessity of structured disaster pedagogy.
Key Points
To investigate the impacts of destructive earthquakes on educational systems and examine the firsthand experiences, challenges, emotional states, and coping strategies of volunteer teachers.
Conducted an investigation evaluating firsthand postdisaster experiences among volunteer teachers (N = 53) in Türkiye.
Assessed educational efforts, instructional challenges, and emotional burdens in postearthquake learning environments.
Psychological disorders and related mental health concerns emerged as the primary challenge faced by volunteer educators during postearthquake instruction.
Volunteer teachers utilized psychosocial strategies—including supportive attitudes, open sharing, social activities, drama, and games—to aid student psychological recovery.
Findings emphasize the essential requirement for a structured strategic plan and a formalized disaster pedagogy to guide postdisaster educational interventions.