Instructional Boundary Management during COVID-19

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
{"title":"Instructional Boundary Management during COVID-19","authors":"H. Shaked, Pascale Benoliel","doi":"10.1177/17411432221103678","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"4 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Management Administration & Leadership","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/17411432221103678","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2

Abstract

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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
COVID-19期间的教学边界管理
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
期刊最新文献
Teachers’ professional learning: Do instructional leadership and teacher leadership make a difference in Turkiye? Approaching principalship in Sweden: Novice principals’ recollections of their career trajectories School leadership and student outcomes: What do we know? Gender differences in school leadership: Collaborative and task-oriented styles of principals in Andalusia, Spain ‘I have gained insight, direction, affirmation, and a network’. Examining the impact of the UK's first LGBTQ+ specific leadership development programme in higher education
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1