Literaturnachweis - Detailanzeige
| Autor/inn/en | Toker Gokce, Asiye; Balci, Kübra |
|---|---|
| Titel | Together in and out of School: The Impact of School Principals' Use of WhatsApp on Teachers' Professional Lives |
| Quelle | In: Educational Studies, 49 (2023) 3, S.547-565 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Toker Gokce, Asiye) ORCID (Balci, Kübra) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| DOI | 10.1080/03055698.2023.2182624 |
| Schlagwörter | Computer Mediated Communication; Elementary School Teachers; Secondary School Teachers; Principals; Leadership Styles; Teacher Attitudes; Teacher Administrator Relationship; Technology Uses in Education; Teacher Welfare; Interschool Communication; Foreign Countries; Group Discussion; Turkey |
| Abstract | This study explores the reflection of WhatsApp groups, one of the most popular means of communication style, between school principals and teachers upon teachers' professional lives. The research was designed using a qualitative model, and semi-structured interviews were used for data collection. The research group consisted of 26 teachers from primary and secondary schools. The data were analysed and interpreted according to themes. The results showed that some school principals with an autocratic leadership style used WhatsApp excessively and inappropriately, putting unnecessary pressure on their subordinates. Overall, the study highlights the importance of considering the impact of instant messaging on teachers when using WhatsApp in schools. The findings provide valuable insight into the influences of instant messaging on professional and personal lives and suggest a balance between the two to avoid detrimental effects on teachers' well-being. (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 |
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