TEACHERS’ COPING STRATEGIES IN ZIMBABWE DURING THE 2000-2008 SOCIOECONOMIC CRISIS

Abstract

This article traces how Zimbabwean primary and secondary school teachers responded to the drastic decline
in education services during the socioeconomic crisis from 2000 to 2008. The paper uses data from two
rural communities and argues that teachers played a critical role in sustaining the delivery of education
during the crisis. Teachers adopted varied coping strategies ranging from exit, voice, moonlighting, and
producing other services that the state could no longer provide