Schools’ improvement capacity and responses to the COVID-19 pandemic: Evidence from schools serving disadvantaged communities

Beckmann, Laura; Kötter-Mathes, Stefanie; Klein, Esther Dominique; Bremm, Nina; Ackeren, Isabell van

doi:10.3389/feduc.2022.1008813

Cited by 2 publications

(1 citation statement)

References 39 publications

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“…Research findings highlight the critical importance of leadership, emphasizing, in particular, the central role of school leaders in both problem-solving and fostering collaboration among teachers (Constantia et al, 2023). Research shows that pre-existing (pre-Covid) practices in schools, such as distributed leadership, peer networks, and collaboration, were beneficial factors that helped successful schools lead the learning process calmly and respond to challenges (Beckmann et al, 2022; De Voto & Superfine, 2023; Watson & Singh, 2022).…”

Section: Overview Of Literaturementioning

confidence: 99%

Fostering Collaborative School Improvement in Estonian Schools

Eisenschmidt,

Kumpas-Lenk,

Vanari

et al. 2024

Journal of School Leadership

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This study aimed to identify the factors that foster a collaborative culture in the school improvement process. Estonian schools are characterized by a high degree of autonomy in developing the school curriculum and choosing the appropriate methods for its implementation. As a result, some schools are more successful, while others face difficulties in improving their pedagogical processes. Six Estonian schools with lower performance indicators participated in the School Improvement Program in 2021–2022. In each school, leaders and teachers formed a team together with two mentors. Supported by university experts, the school teams began working on a topic they chose to improve their students’ learning while simultaneously increasing the school’s leadership capacity by strengthening a collaborative school culture. The results of this qualitative research demonstrate that the arrangement of teamwork and the creation of shared values and goals constitute the key factors in creating a collaborative culture. Collaborative culture can be fostered by composing a stable team, developing routines for collaboration, ensuring open communication among all parties, focusing consistently on the goal, and building trust among participants. The obstacles are resistance to change, an unstable team, no routines for collaboration, a lack of communication, and no commitment to the goal. External support is important for both successful school teams and those facing challenges in the improvement process.

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Section: Overview Of Literaturementioning

confidence: 99%

Fostering Collaborative School Improvement in Estonian Schools

Eisenschmidt,

Kumpas-Lenk,

Vanari

et al. 2024

Journal of School Leadership

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Stress and happiness at work: A mixed methods study on Indonesian teachers in adopting online learning methods during the COVID-19 pandemic

Prasetyo,

Kadiyono,

Sulastiana

et al. 2024

E-Learning and Digital Media

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This study uses the multiphase mixed methods to answer research questions, the results of which are expected to be the basis for preparing Indonesian teachers to work happily when facing changes in online learning methods during the COVID-19 pandemic. The first phase explores how teachers perceive barriers to online learning through a descriptive survey method ( N = 201) with a content analysis. The second phase employs a quantitative method ( N = 201) with two analyses, namely: (1) regression analysis to examine the relationship between teachers’ stress and happiness at work; and (2) ANOVA analysis to observe differences in teachers’ stress and happiness at work for each type of school. Finally, the third phase uses an experimental design by applying the COPE method to the experimental group ( N = 100) to increase teachers’ happiness at work compared to the control group ( N = 101). The findings of the content analysis show that teachers face obstacles in dealing with changes in online learning methods. The findings of the regression analysis reveal that stress is significantly related to happiness at work, with stress affecting the happiness of 33.3% of teachers at work, while the findings of the ANOVA analysis indicate that teachers in all types of schools have moderate levels of stress and happiness at work in dealing with online learning methods. Furthermore, the application of the COPE method to the experimental group has been proven to significantly increase teachers’ happiness at work and reduce their stress levels. The results of this study highlight the importance of developing teachers’ happiness at work to be able to adapt with online learning methods.

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Schools’ improvement capacity and responses to the COVID-19 pandemic: Evidence from schools serving disadvantaged communities

Cited by 2 publications

References 39 publications

Fostering Collaborative School Improvement in Estonian Schools

Fostering Collaborative School Improvement in Estonian Schools

Stress and happiness at work: A mixed methods study on Indonesian teachers in adopting online learning methods during the COVID-19 pandemic

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