To advance in the study and understanding of teachers' well-being in low-income and conflict affected contexts, instruments are needed. This study: (i) reviewed and selected measures for a teacher well-being tool; (ii) translated and adapted the measures to the El Salvadoran context through cognitive interviews; (iii) collected data from a El Salvadoran sample of 1,653 teachers to evaluate the psychometric properties; and (iv) assessed concurrent relationship of each measure with other variables. The process of tool adaptation and psychometric analysis results provided tool validity evidence, based on the content of the items, internal structure and relationship to other variables.

The promise of public education is in expanding opportunity and accelerating pathways for individuals regardless of their background, physical ability, or place of residence. This promise drives SDG 4: "Ensure inclusive and equitable quality education for all", which has galvanized governments and donors around equity, and pushed the education community towards greater clarity around disparities in education inputs and outcomes. Recognizing that equity is not feasible without a resource commitment, the Incheon Declaration calls for governments to "allocate resources more equitably across socioeconomically advantaged and disadvantaged schools" (Education 2030). Building equity through education involves directing resources-talent, materials, financing-to where the needs are greatest. As such, an equitable funding model is an intentional redistribution of resources with higher priority placed on schools and communities that have historically fallen behind, due to socioeconomic and demographic factors outside their control. In this paper, we offer a methodological framework for assessing the equity of resource allocation in education, using data on key resource elements that are available to students at different levels of disadvantage. Using an outputs-driven model, we seek to provide a snapshot of the relative equity of different education systems and offer a gauge of how equity in resource allocation may be measured, both across systems and over time. Our model is simple and replicable with many existing data sources.

Greater participation in secondary education supports the advancement of human capital linked to economic growth, democracy-building, improved health, greater equity across society, and the development of a capable and competitive workforce. However, many youth never reach secondary school in Sub-Saharan Africa, which limits their life opportunities as well as national development trajectories more broadly. This brief quantifies what we can expect in terms of demand for secondary education in the coming decade, with a focus on Sub-Saharan Africa and on lower secondary education. We also highlight school resource challenges the region will face as it expands secondary education while continuing to expand primary education in pursuit of universal primary education.