The Future of Education

The purpose of the study was to investigate the multifaceted challenges that teachers were facing during the Ethio -Tigray conflict.  The study was conducted in Ethiopia, Tigray region Alamata Town Administration. The researcher selected three schools through simple random sampling technique. Questionnaire, interview, focus group discussion and observation were used as data gathering instruments. Participants of the study were teachers, principals and some purposefully selected residents of the community. Regarding to the method of research employed, the researcher used descriptive survey. This was due to the fact that, descriptive survey method was more appropriate to collect adequate information from various participants. On the top of this, both qualitative and quantitative analysis techniques was employed. The findings indicated that teachers, once viewed as pillars of society, are now marginalized and stigmatized, leading to a significant decline in community support for education. Many teachers have been forced to separate from their families due to financial strain, exacerbating psychological distress and leading to fears of lasting familial breakdown. Social interactions within the community have diminished, with teachers withdrawing from traditional roles and responsibilities due to their precarious economic situation. This study calls for urgent interventions to support teachers, restore their dignity, and reaffirm the value of education in the community, highlighting the need for comprehensive policies to address these multifaceted challenges.

Keywords: Ethiopia- Tigray conflict, teachers challenges, education and conflict, teacher marginalization