Political Context and Faculty Attitudes Towards High Maintenance Students in Kurdistan, Iraq

Abstract

This research explores the resilience and stress levels of university students in Kurdistan, Iraq. Focusing on the educational impact within this context, the study examines the relationship between student stress and faculty engagement. Employing both Pearson correlation analysis and two-way ANOVA, the investigation provides insights into how faculty availability correlates with student stress in a politically tense environment. Key findings indicate concerns for what is known as the Pygmalion effect and underscore the need for support services that address the unique socio-political challenges. Thus, an impetus for an examination of student engagement practices, emphasizing the importance of faculty interaction in crisis-affected zones. The exegesis underscores the role of institutional support, urging educational authorities to enhance faculty management tailored to the multicultural and politically sensitive context of international education. From which, it advocates for empathy and a broader understanding of how postcolonial and post-dictatorial dynamics affect higher education. Conclusively, this article calls for ongoing research into the dynamic between political tension, student well-being, and academic success, suggesting that addressing these interconnected facets is essential for fostering an effective learning environment. It posits that understanding and improving the faculty-student engagement within can significantly enhance academic outcomes.