School Sustainability and School Leadership during Crisis Remote Education: Polish and German Experience

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-04-03 DOI:10.1080/07380569.2022.2071221

Nataliia Demeshkant, Klaudia Schultheis, Petra Hiebl

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引用次数: 1

Abstract

Abstract The objective of the presented study was to explore the influence of the COVID-19 pandemic on the sustainability of school education by comparing Polish and German experiences in coping with the problems caused by the switch to emergency remote learning based on the school principals’ opinions. A qualitative approach was used for data collection and analysis. Semi-structured interviews were conducted with 26 principals (13 from Poland and 13 from Germany). Thematic analysis was used to categorize the findings and to create themes and subthemes. The findings revealed that principals of both countries demonstrated clear positions for sustainable school functioning and proved their leadership competences to face the challenges of remote teaching during the pandemic. However, most of the participants reported issues regarding the organization and maintenance of sustainable e-learning, effective ICT integration and technological support. Both Polish and German school principals asserted, despite the lack of major institutional support, that their teaching staff managed to adapt quickly to the complex crisis conditions to mitigate the negative consequences of the COVID-19 on education.

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危机期间的学校可持续性和学校领导力远程教育：波兰和德国的经验

摘要本研究的目的是根据校长的意见，通过比较波兰和德国在应对紧急远程学习带来的问题方面的经验，探讨新冠肺炎大流行对学校教育可持续性的影响。数据收集和分析采用了定性方法。对26名校长（13名来自波兰，13名来自德国）进行了半结构化访谈。专题分析用于对调查结果进行分类，并创建主题和子主题。调查结果显示，两国校长都表现出了对学校可持续运作的明确立场，并证明了他们在疫情期间应对远程教学挑战的领导能力。然而，大多数与会者报告了在组织和维持可持续电子学习、有效的信息和通信技术整合和技术支持方面的问题。波兰和德国的校长都声称，尽管缺乏主要的机构支持，但他们的教职员工能够迅速适应复杂的危机条件，以减轻新冠肺炎对教育的负面影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.