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

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Demeshkant, Nataliia ; Schultheis, Klaudia ; Hiebl, Petra:
School Sustainability and School Leadership during Crisis Remote Education : Polish and German Experience.
In: Computers in the schools. 39 (2022) 2. - S. 120-136.
ISSN 0738-0569 ; 1528-7033

Volltext

Volltext Link zum Volltext (externe URL):
https://doi.org/10.1080/07380569.2022.2071221

Kurzfassung/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.

Weitere Angaben

Publikationsform:Artikel
Schlagwörter:Principals; sustainable school; crisis e-learning; COVID-19 pandemic
Sprache des Eintrags:Englisch
Institutionen der Universität:Philosophisch-Pädagogische Fakultät > Pädagogik > Lehrstuhl für Grundschulpädagogik und Grundschuldidaktik
DOI / URN / ID:10.1080/07380569.2022.2071221
Open Access: Freie Zugänglichkeit des Volltexts?:Nein
Peer-Review-Journal:Ja
Verlag:Routledge, Taylor & Francis Group
Die Zeitschrift ist nachgewiesen in:
Titel an der KU entstanden:Ja
KU.edoc-ID:30269
Eingestellt am: 21. Jun 2022 11:16
Letzte Änderung: 26. Jul 2023 11:52
URL zu dieser Anzeige: https://edoc.ku.de/id/eprint/30269/
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