Educational leadership support for work transitions during COVID-19: perceptions of K-12 teachers in United States and China

Niu, Yuanlu; Lee, Yi‐Jung; Hughes, Claretha; Xu, Xu; Zhu, Yidan

doi:10.1080/13678868.2022.2072700

Cited by 6 publications

(11 citation statements)

References 41 publications

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“…For example, Schiavone and Gentry (2014) applied Schlossberg’s 4S transition theory to explore the challenges that veteran-students faced and the support they received during their transition from military service to higher education institutions. In addition, Niu et al (2022) used Schlossberg’s 4S transition theory as a framework for their study on the role of educational leaders in K-12 teachers’ work transition during the COVID-19 pandemic. Similarly, Schlossberg’s 4S transition theory is suitable to guide this study and explore K-12 teachers’ workplace learning experience in work transition during the COVID-19 pandemic.…”

Section: Theoretical Foundationmentioning

confidence: 99%

“…For example, Birch and Lewis (2020) found that teachers were often supported by a local county Office of Education by building partnerships and launching professional development in virtual learning. According to Niu et al (2022), K-12 teachers received educational leadership support for their well-being, professional development and daily tasks during the COVID-19 pandemic. However, they also indicated that the educational leadership support was limited in terms of resources and authorization from the upper-level administration.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A critical aspect of adapting to these challenges was workplace learning, where teachers continually developed new strategies and skills to meet the evolving demands of remote teaching (e.g. Brown et al , 2021; Niu et al , 2022; Webb et al , 2021). Workplace learning encompasses the acquisition and application of knowledge and skills within the context of one’s professional environment (Pylväs et al , 2022).…”

Section: Introductionmentioning

confidence: 99%

“…However, support for workplace learning was limited during the COVID-19 pandemic (e.g. Cooper et al , 2023; Leech et al , 2022: Niu et al , 2022). The need to understand and enhance workplace learning for K-12 teachers during crisis transitions like this one is therefore more pressing than ever.…”

Section: Introductionmentioning

confidence: 99%

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Exploring workplace learning experience in work transition among K-12 teachers during COVID-19

Niu

2024

JWL

Self Cite

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Purpose When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA. Design/methodology/approach In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences. Findings This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers. Originality/value The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

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Section: Theoretical Foundationmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring workplace learning experience in work transition among K-12 teachers during COVID-19

Niu

2024

JWL

Self Cite

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“…(Bishop et al ., 2015; Gandolfi and Stone, 2016; Mutch, 2020; Striepe and Cunningham, 2022). During the onset of COVID-19, this meant school leaders prioritized work–family balance and the health and safety of staff, students and the local community (Niu et al ., 2022). More flexible leave policies in times of crisis, for example, might follow from a leader's empathic, caring disposition.…”

Section: Conceptual Framework: Structural Responses To Ambiguitymentioning

confidence: 99%

School and district structure adaptations to the COVID-19 super-stressor

Brazer¹,

Bauer

Lavigne

2023

JEA

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PurposeThe purpose of this paper is to present a conceptual framework that explains structural responses to external organizational shocks. The authors illustrate framework dynamics with one district's secondary schools' responses to the COVID-19 pandemic.Design/methodology/approachThe conceptual framework imagines structure as emergent, dynamic and responsive to external pressures, as the authors posited in an earlier publication. From an open systems perspective, the authors focus on restructuring for more effective sensemaking and bridging and buffering.FindingsThe framework in this paper shows promise for its descriptive power. Interview participants' recollections of their responses to COVID-19 revealed an emergent structure and displayed evidence of crisis management, sensemaking and bridging and buffering.Research limitations/implicationsThe intent of this article, consistent with the special issue, is to propose a set of concepts that, together, shed new light on how researchers and leaders might think about structural adaptations to external influences. The conceptual framework shows promise, but has yet to be put to the test with systematic empirical research.Practical implicationsThe conceptual framework the authors develop here may serve to guide empirical research that expands knowledge of how school and district structures adapt to external influences. Viewing structure as supportive of adaptation to changing circumstances also informs preparation for and practice of education leadership.Originality/valueCapturing school and district leaders' recollections shortly after their schools' return to in-person learning is rare in the literature, and examining their reactions from an open systems perspective sheds new light on leadership under stress.

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Kindergarten teachers’ leadership during the Covid-19 pandemic: from uncertainty to practices of care and concern

Nissim,

Avidan

2024

Israel Affairs

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Educational leadership support for work transitions during COVID-19: perceptions of K-12 teachers in United States and China

Cited by 6 publications

References 41 publications

Exploring workplace learning experience in work transition among K-12 teachers during COVID-19

Exploring workplace learning experience in work transition among K-12 teachers during COVID-19

School and district structure adaptations to the COVID-19 super-stressor

Kindergarten teachers’ leadership during the Covid-19 pandemic: from uncertainty to practices of care and concern

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