Browsing by Author "Samadi, Hangama"

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    Balancing school and part-time work : an exploratory study of Afghan elementary school students
    (Utek Company, 2025-03-12) Samadi, Hangama; Rahimi, Mahmood; Ghafoori, Latifullah
    Afghanistan, beset by prolonged conflict and adversities, has endured a significant socio-economic hardship that has overwhelmingly compelled families to make ends meet. To make that occur, they rely on their underage children to work in different capacities to be the family's breadwinners. This study navigates the intricacies between elementary school students balancing education and employment in the Afghan context. Adopting a phenomenological approach, the study investigates the day-to-day experiences of Afghan elementary school students (aged 8-13) managing school and part-time jobs. Data were elicited and analyzed from the semi-structured interviews and purposive sampling in accordance with Clarke and Braun's reflexive thematic analysis. The analysis identified three principal themes: challenges, experiences, and Coping Mechanisms. Challenges include hindrances to school attendance due to working hours, family financial issues, and psychological stresses. Experiences underscore the harsh physical and psychological toll, leading to fatigue, missed assignments, and daily struggles. Coping mechanisms involve limited strategies, primarily on time management and prioritizing tasks. The findings uncover the dire need for tailored interventions and international aid to address and alleviate the burden on these students.
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    Exploring Female Teachers’ Intrinsic and Extrinsic Motivation to Keep Teaching the Girls in Afghanistan After the Taliban’s Ban on Girls Education
    (Univesitas Pendidikan Indonesia, 2023-12-08) Samadi, Hangama; Rahimi, Mahmood; Rahimi, Fahim
    Gender equality in education has long been a source of debate in Afghanistan. In general, girls face greater barriers to schooling than boys. There have been ups and downs in females' access to education over the decades, the most recent being the country's 20-year Islamic Republic rule. Afghan girls have gained greater access to school over the last two decades. However, the impetus was lost in the middle when the Taliban took control of the country and declared a blanket ban on girls' education at all levels except primary school. Some courageous Afghan women rolled up their sleeves to teach Afghan girls in secrecy. The current study is on the Afghan women's motivation for enabling educational opportunities for Afghan girls despite the ban. Through qualitative design, the study conducted interviews with these brave Afghan women facilitating educational access for Afghan girls. The data analysis applied thematic analysis through a six-stage procedure. The study found that Afghan women are using online and offline approach to reach out to Afghan girls with educational facilities. It was also found that both extrinsic and intrinsic motivation give passion and inspiration to them for teaching. Family, student enthusiasm, gender equality was some of the extrinsic motivation behind their teaching, while intrinsically they were motivated by commitment to teaching, feel of responsibility, and empowering Afghan girls. Nevertheless, they also faced barrier of lack of stable internet, and teaching and learning resources. By measuring their intrinsic and extrinsic motivation, this study intends to contribute to a better understanding of the complex factors that drive female teachers' commitment to educating girls in Afghanistan after the Taliban's prohibition.