Literaturnachweis - Detailanzeige
Autor/inn/en | Mullen, Carol A.; Badger, Susan C. |
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Titel | Leadership Support in a Pandemic: Middle School Teacher Perceptions of Emergency Remote Teaching |
Quelle | In: RMLE Online: Research in Middle Level Education, 46 (2023) 4, (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mullen, Carol A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1080/19404476.2023.2184628 |
Schlagwörter | Teacher Attitudes; Leadership; COVID-19; Pandemics; Electronic Learning; Middle School Teachers; Attendance; Distance Education; Rural Schools; Parent School Relationship; Communication (Thought Transfer); Faculty Development; Administrator Role; Grade 6; Grade 7; Grade 8; Virginia Lehrerverhalten; Führung; Führungsposition; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Anwesenheit; Distance study; Distance learning; Fernunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Communication; thought; Kommunikation; Gedanke; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08 |
Abstract | The authors examined middle level teachers' perceptions and experiences of leadership support during the sudden transition to emergency remote teaching (ERT) during the COVID-19 pandemic. For this qualitative case study, the research questions were: How did middle school teachers perceive their leaders' support for teaching online? What were teacher beliefs about student attendance and virtual education? Survey data were collected from teachers at a middle school (Grades 6-8) in rural Virginia, and six respondents participated in one-on-one interviews. The responses yielded six findings illuminating perceptions of support for teaching virtually from principals and other administrators: (1) leaders listened to teachers' issues, concerns, and suggestions; (2) administration was supportive, helpful, and positive; (3) administrators assisted with parental communication; (4) attendance in online classes was poor; (5) absent students failed to learn; and (6) additional professional development for online teaching was desired. Leadership supports are revealed for assisting with faculty adaptation to and effectiveness with remote instruction. Because case studies have yet to examine educational leadership relative to faculty roles and functions during an emergency, this study contributes vital understandings from the middle level teacher standpoint. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |