COVID-19期间的教学边界管理

IF 2.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Management Administration & Leadership Pub Date : 2022-05-29 DOI:10.1177/17411432221103678

H. Shaked, Pascale Benoliel

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引用次数: 2

摘要

教学边界管理是学校领导的一个领域，包括同时涉及教学领导和边界管理的活动。本研究探讨新冠肺炎期间校长的教学边界管理。数据收集包括对33名以色列小学校长的半结构化访谈。数据分析表明，在2019冠状病毒病疫情期间，校长认为越来越有必要开展大多数教学边界管理活动。研究结果表明，新冠肺炎通过以下三个因素影响校长的需求:新冠肺炎给教师带来的挑战、给学生和家长带来的挑战，以及从面对面教学向远程学习的转变。这些发现揭示了COVID-19影响教学边界管理活动的机制，解释了COVID-19如何以及为什么更需要校长的教学边界管理。

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Instructional Boundary Management during COVID-19

Instructional Boundary Management is an area of school leadership comprising activities that simultaneously involve instructional leadership and boundary management. This study explores principals’ Instructional Boundary Management during COVID-19. Data collection consisted of semi-structured interviews with a diverse sample of 33 Israeli elementary school principals. Data analysis indicated that principals felt an increasing need to carry out most Instructional Boundary Management activities during COVID-19. The findings suggest that COVID-19 influenced principals’ needs through the following three factors: the challenges that COVID-19 posed to teachers, the challenges that COVID-19 posed to students and parents, and the transition from face-to-face instruction to distance learning. These findings reveal the mechanisms through which COVID-19 affected Instructional Boundary Management activities, explaining how and why COVID-19 has led to a greater need for principals’ Instructional Boundary Management.

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来源期刊

Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

19.40%

发文量