Sarah Etzel
Sarah Etzel, M.A. is a Research Assistant at the National Center for Children and Families at Teachers College, Columbia University, where she applies research to the development of policies that impact the lives of children and families globally.
Written by Sarah Etzel
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Standards and working conditions Teacher Pay in Crisis: Donor Practices, Challenges, and Opportunities in Emergency and Protracted Settings
Mary Mendenhall, Sarah Etzel
16 December 2025Teacher Pay in Crisis: Donor Practices, Challenges, and Opportunities in Emergency and Protracted Settings See resources 1Teacher Pay in Crisis: Donor Practices, Challenges, and Opportunities in Emergency and Protracted Settings investigates how donors approach teacher compensation in contexts affected by emergencies and long-term crises. Despite global recognition of teachers as essential to the delivery of quality education, especially in Education in Emergencies and Protracted Crises (EiEPC)...
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Achieving Sustainable Development Goal 4 28 April 2025 Teacher compensation in South Sudan: The human cost of underinvestment
Mading Peter Angong, Sarah Etzel, Whitney Hough, Mary Mendenhall, Kemigisha Richardson, Tiffany Tryon, Malok Mading Wol
Teachers in South Sudan are the foundation of the education system, providing critical support in one of the most challenging environments globally. Despite their indispensable role, they face widespread financial instability, chronic delays in salary payments, and wages that are far below a livable standard. These issues destabilize the education...
Teacher compensation in South Sudan: The human cost of underinvestment -
Achieving Sustainable Development Goal 4 Teacher compensation in crisis contexts: Problems & paradoxes for paying teachers in South Sudan
Mading Peter Angong, Sarah Etzel, Whitney Hough, Mary Mendenhall, Kemigisha Richardson, Tiffany Tryon, Malok Mading Wol
28 April 2025Teacher compensation in crisis contexts: Problems & paradoxes for paying teachers in South Sudan See resources 4Teachers are essential to upholding the right to quality education for children in crisis and displacement contexts, yet they often experience delayed, irregular, or insufficient compensation, leading to demotivation, absenteeism, and destabilization of educational systems.