The potential of online technologies in meeting PLD needs of rural teachers

Quinn, Frances; Charteris, Jennifer; Adlington, Rachael; Rizk, Nadya; Fletcher, Peter; Parkes, Mitchell

doi:10.1080/1359866x.2020.1849538

Cited by 7 publications

(2 citation statements)

References 35 publications

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“…1. The term 'digital' in this paper refers to web-based technologies for receiving and sending information and communicating through electronic devices (Meinokat and Wagner, 2021;Quinn et al, 2020). 2.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning

Berkovich¹,

Hassan²

2022

Educational Management Administration & Leadership

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The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals’ digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers’ intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship.

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Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning

Berkovich¹,

Hassan²

2022

Educational Management Administration & Leadership

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“…Meanwhile, many researchers reported that teachers faced obstacles such as limited ICT literacy (Alea et al, 2020), juggling personal responsibilities, and being unable to properly manage time while working from home (Marimuthu & Vasudevan, 2020). Also, previous research showed that network connectivity issues (Savvidou, 2020), financial issues, other job scope conflicts (Badri et al, 2016), ineffective online PD design (Quinn et al, 2020), and unsatisfactory telecommuting using technologies (Alvarez, 2020) are among the barriers too.…”

Section: Literature Reviewmentioning

confidence: 99%

The Motivations and Barriers of Teachers’ Professional Development Activities during the Movement Control Order (MCO) – A Preliminary Insight

Safian

Robani

Sedek

2021

IJLTER

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Due to the severe acute respiratory syndrome coronavirus 2 (SARS-COV-2) or COVID-19 pandemic, the education sector in Malaysia opted for the practice of online communication as a new norm. However, even during the pandemic, teachers in Malaysia are obliged to involve with professional development (henceforth, PD) activities for at least 42 hours annually. This article is prepared from a preliminary study to report the motivating factors and barriers on teachers’ PD activities during Malaysia’s Movement Control Order (henceforth, MCO). Also, this article studied the prevalence and trend of the teachers’ online communication during the period. A survey was conducted as a pilot study on 35 teachers from Sri Laksamana Primary School (henceforth, SLPS) in Melaka. The data gained were analysed descriptively using the SPSS software. In general, the results indicate that teachers are motivated to involve with online PD activities by getting rewarded with annual performance evaluation marks, which is beneficial for their career mileage. Next, the most significant barrier for their online PD is time limitation due to other workloads. In conclusion, even though the teachers are well-accepting online PD activities, teachers should be given a higher portion of evaluation marks regarding their annual PD involvement than the current five per cent portion. Next, the school’s administrators should act on teachers’ work distribution issues that became the main challenge for effective online PD, thus creating a favourable working ecosystem.

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Engaging rurality in Australian education research: addressing the field

2022

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In this paper, we examine engagement with ‘the rural context’ in Australian education research, focussing on the implications of the signifier ‘rural’—in terms of its inclusion or absence. A review of Australian research literature in rural education indicates that the term ‘rural’ and its synonyms are more often used to denote assumptions of a generalised and predetermined ‘context’ for research than to think about its meaning. We present our findings here and discuss the implications of the signifier ‘rural’ in the Australian research literature to argue that while educational policy-makers must attempt to think differently about the 'problem of the rural’, the field itself also needs to more fully develop the capacity to do this.

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The potential of online technologies in meeting PLD needs of rural teachers

Cited by 7 publications

References 35 publications

Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning

Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning

The Motivations and Barriers of Teachers’ Professional Development Activities during the Movement Control Order (MCO) – A Preliminary Insight

Engaging rurality in Australian education research: addressing the field

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