Pub Date : 2022-07-11DOI: 10.1177/08920206221111270
Waleed Dallasheh, Ihab Zubeidat
The purpose of this article is to identify the degree of implementing TQM standards in the Arab Minority Higher education institutions in Israel as perceived by lecturers and administrators. The article also aimed at identifying the impact of gender, education, job title, job position, years of experience, and in which faculty members and administrators applying TQM standards. Results revealed that Arab higher education need more involvement and decentralization in decision making. The Arab higher institutions need to rely on scientific mechanisms to check efficiency of the lecturer's staff on both scientific and professional levels. Also, there were significant differences that were attributed to the effect of the variables of gender, job position, and specialization, while there were not any significant differences that can be attributed to the effect of education, job title, and years of experience.
{"title":"The degree of implementing total quality management (TQM) standards in Arab minority higher education institutions in Israel","authors":"Waleed Dallasheh, Ihab Zubeidat","doi":"10.1177/08920206221111270","DOIUrl":"https://doi.org/10.1177/08920206221111270","url":null,"abstract":"The purpose of this article is to identify the degree of implementing TQM standards in the Arab Minority Higher education institutions in Israel as perceived by lecturers and administrators. The article also aimed at identifying the impact of gender, education, job title, job position, years of experience, and in which faculty members and administrators applying TQM standards. Results revealed that Arab higher education need more involvement and decentralization in decision making. The Arab higher institutions need to rely on scientific mechanisms to check efficiency of the lecturer's staff on both scientific and professional levels. Also, there were significant differences that were attributed to the effect of the variables of gender, job position, and specialization, while there were not any significant differences that can be attributed to the effect of education, job title, and years of experience.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43727971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-06DOI: 10.1177/08920206221111668
Zhang Yuting, Donnie Adams, K. Lee
A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.
{"title":"A systematic review of E-leadership and its effects on student learning in higher education","authors":"Zhang Yuting, Donnie Adams, K. Lee","doi":"10.1177/08920206221111668","DOIUrl":"https://doi.org/10.1177/08920206221111668","url":null,"abstract":"A systematic review was conducted, covering an extensive exploration of previous literature from 2000 to 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach, 34 articles regarding e-leadership, e-leader, and other more general views of leadership for either technology usage in learning or virtual collaborative learning, were analyzed. The findings highlight various relevant insights in empirical and theoretical articles, revealing the evolvement of educational e-leadership research and e-leadership characteristics in practice. The researchers conclude that leaders in modern higher education should possess sufficient technological knowledge, e-skills, and e-leadership practices to provide a technology-enabled learning environment, which demands more e-leadership studies in the future. The study bridges perceptions from e-leadership, student learning, and educational technology fields; thus, it could be beneficial to policymakers and educational leaders in equipping with successful e-leadership practices in the new age of educational technology.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46407733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-21DOI: 10.1177/08920206221097479
A. Moodly
The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in transformation towards a more equitable and diverse leadership profile. Research in this area focuses predominantly on the voices of women, yet there is recognition that men should also exercise agency in this regard. Set within a framework of social justice, critical and social realism, the research considers whether men understand women's lived experiences and challenges of institutional culture, often described in gendered terms. It considers their perceptions of women as leaders, inclusive of their notions of leadership. It is an attempt to grapple with women's perpetual challenges in the Higher Education milieu and the globally persistent underlying barriers to women's advancement. A qualitative approach was adopted and six men in leadership positions were interviewed. Responses to open-ended questions, based on areas highlighted in the literature, were analysed using critical discourse analysis. The findings revealed that though men in leadership appeared to understand the challenges experienced by women, the deeper embedded (real) levels of patriarchy and institutional culture and the impact on women's lived experiences were not fully appreciated. The paper concludes that men's advocacy and agency, though not conclusively so, can be major game-changers in institutional culture and patriarchal practices. The appearance of a perpetual cycle of cultural and structural barriers, and a predominance of research on women's experiences of this cycle, led the researcher to engage with men in leadership to ascertain whether they recognise and comprehend this cycle and whether they exercise agency and advocacy in challenging the status quo.
{"title":"Exercising positional power to advance and support women in leadership – conversations with men in higher education","authors":"A. Moodly","doi":"10.1177/08920206221097479","DOIUrl":"https://doi.org/10.1177/08920206221097479","url":null,"abstract":"The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in transformation towards a more equitable and diverse leadership profile. Research in this area focuses predominantly on the voices of women, yet there is recognition that men should also exercise agency in this regard. Set within a framework of social justice, critical and social realism, the research considers whether men understand women's lived experiences and challenges of institutional culture, often described in gendered terms. It considers their perceptions of women as leaders, inclusive of their notions of leadership. It is an attempt to grapple with women's perpetual challenges in the Higher Education milieu and the globally persistent underlying barriers to women's advancement. A qualitative approach was adopted and six men in leadership positions were interviewed. Responses to open-ended questions, based on areas highlighted in the literature, were analysed using critical discourse analysis. The findings revealed that though men in leadership appeared to understand the challenges experienced by women, the deeper embedded (real) levels of patriarchy and institutional culture and the impact on women's lived experiences were not fully appreciated. The paper concludes that men's advocacy and agency, though not conclusively so, can be major game-changers in institutional culture and patriarchal practices. The appearance of a perpetual cycle of cultural and structural barriers, and a predominance of research on women's experiences of this cycle, led the researcher to engage with men in leadership to ascertain whether they recognise and comprehend this cycle and whether they exercise agency and advocacy in challenging the status quo.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44026001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-19DOI: 10.1177/08920206221104635
John James Juma, M. Nyaga, Z. N. Ndwiga
This paper reports on the extent of policy implementation on strategic planning in secondary schools in Kenya. To achieve the aim of the study, all the 41 sary schools in Rangwe sub-county were included. The targeted respondents were school principals and deputy principals. A purposive sampling method was used to select the respondents from each school. A principal questionnaire (PQ) and a document analysis checklist were used for data collection. The data collected was analysed using descriptive and inferential statistics. The study affirms that strategic planning has not been fully embraced in Kenya. This study, therefore, amplifies the need for policies implementation as stipulated and within a time frame to realize their effectiveness in different cultural backgrounds.
{"title":"Strategic planning in secondary schools in Rangwe sub-county, Kenya: Influence on student learning outcomes","authors":"John James Juma, M. Nyaga, Z. N. Ndwiga","doi":"10.1177/08920206221104635","DOIUrl":"https://doi.org/10.1177/08920206221104635","url":null,"abstract":"This paper reports on the extent of policy implementation on strategic planning in secondary schools in Kenya. To achieve the aim of the study, all the 41 sary schools in Rangwe sub-county were included. The targeted respondents were school principals and deputy principals. A purposive sampling method was used to select the respondents from each school. A principal questionnaire (PQ) and a document analysis checklist were used for data collection. The data collected was analysed using descriptive and inferential statistics. The study affirms that strategic planning has not been fully embraced in Kenya. This study, therefore, amplifies the need for policies implementation as stipulated and within a time frame to realize their effectiveness in different cultural backgrounds.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45907550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/08920206221107102
Mary Frances Rice, Barbara L. Pazey
In 2020, millions of students, including students with disabilities, transitioned to remote learning due to the COVID pandemic. In this article, we link key elements of special education law and policy to the challenges faced by schools and suggest implications for educational leaders who continue to support students during the pandemic and beyond. Due to the requirements contained in the ongoing recommendations advanced by the Biden administration for the safe reopening of elementary and secondary schools, we call for a rethinking of how to adhere to such guidelines on behalf of students with disabilities, including those requiring significant supports. Suggestions for school leaders and future research and considerations related to the safe return to school and provision of special educational supports are offered.
{"title":"Ensuring IDEA implementation for students with disabilities across instructional modalities","authors":"Mary Frances Rice, Barbara L. Pazey","doi":"10.1177/08920206221107102","DOIUrl":"https://doi.org/10.1177/08920206221107102","url":null,"abstract":"In 2020, millions of students, including students with disabilities, transitioned to remote learning due to the COVID pandemic. In this article, we link key elements of special education law and policy to the challenges faced by schools and suggest implications for educational leaders who continue to support students during the pandemic and beyond. Due to the requirements contained in the ongoing recommendations advanced by the Biden administration for the safe reopening of elementary and secondary schools, we call for a rethinking of how to adhere to such guidelines on behalf of students with disabilities, including those requiring significant supports. Suggestions for school leaders and future research and considerations related to the safe return to school and provision of special educational supports are offered.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1177/08920206221104626
Steve Lambert
The role of middle leaders in bringing about improvement in schools is well documented in the UK and abroad, with the ever-present demand for raising standards and achievement. At the same time, the benefits to individuals from receiving coaching or mentoring is also well documented. However, little is known about the benefit to those providing coaching. This article outlines some initial findings emerging from the first stage of a study exploring the benefits to middle leaders in secondary schools in England in their ability to recognise emotions having provided some coaching interventions to others. All participants were asked to complete an online emotional recognition test. After which a subset of the participants provided coaching to a member of staff from within the school for one academic term. After which participants resat the emotional recognition test. Most participants saw their ability to recognise emotions improve as a result of providing the coaching interventions. This is particularly important given existing literature that suggests due to the demands of the role, middle leaders have a deficit in their ability to recognise emotions, leading to a negative impact on those with whom they work.
{"title":"The practical application on middle leaders of performing coaching interventions on others","authors":"Steve Lambert","doi":"10.1177/08920206221104626","DOIUrl":"https://doi.org/10.1177/08920206221104626","url":null,"abstract":"The role of middle leaders in bringing about improvement in schools is well documented in the UK and abroad, with the ever-present demand for raising standards and achievement. At the same time, the benefits to individuals from receiving coaching or mentoring is also well documented. However, little is known about the benefit to those providing coaching. This article outlines some initial findings emerging from the first stage of a study exploring the benefits to middle leaders in secondary schools in England in their ability to recognise emotions having provided some coaching interventions to others. All participants were asked to complete an online emotional recognition test. After which a subset of the participants provided coaching to a member of staff from within the school for one academic term. After which participants resat the emotional recognition test. Most participants saw their ability to recognise emotions improve as a result of providing the coaching interventions. This is particularly important given existing literature that suggests due to the demands of the role, middle leaders have a deficit in their ability to recognise emotions, leading to a negative impact on those with whom they work.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42190634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-09DOI: 10.1177/08920206221098154
Chandrani Chattopadhyay
Most private schools in India fall under the category of Affordable Private School (APS). The paper tries to state, that with growing privatization of education, APS is likely to grow further. But the APS sector has certain problems. The problems are mostly associated with staff-management relationship. The paper opines that if these problems are not addressed properly then the sector may face sustainability problems and may not even grow in spite of huge scope. At the end, the paper tries to suggest some remedies that can help the sector to overcome its problems.
{"title":"Affordable Private School (APS): A case","authors":"Chandrani Chattopadhyay","doi":"10.1177/08920206221098154","DOIUrl":"https://doi.org/10.1177/08920206221098154","url":null,"abstract":"Most private schools in India fall under the category of Affordable Private School (APS). The paper tries to state, that with growing privatization of education, APS is likely to grow further. But the APS sector has certain problems. The problems are mostly associated with staff-management relationship. The paper opines that if these problems are not addressed properly then the sector may face sustainability problems and may not even grow in spite of huge scope. At the end, the paper tries to suggest some remedies that can help the sector to overcome its problems.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45734134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1177/08920206221093001
D. Mai, M. Brundrett
This paper focuses on the movement known as ‘teachers as researchers’, which has become an international phenomenon, and posits that it may be compatible with the policy of the ‘New General Education Curriculum’ of Vietnam. In order to examine teachers’ perceptions of their ability to undertake such research the methodology employed was qualitative in nature and consisted of two phases including a survey questionnaire with open ended questions administered to respondents in 100 high schools and secondary schools in 35 locations in cities and provinces in Vietnam, followed by in-depth interviews with four practitioners. It analyses the context, examines the challenges, and recommends strategies in order to develop teachers as researchers in the Vietnamese context. The main findings include that teachers currently lack interest in carrying out research because initial teacher training does not equip them sufficiently, they thus do not have confidence that they possess the relevant skills, and they perceive that there are limitations in support and leadership in schools, especially in relation to incentives to carry out research. The paper recommends that policy makers and school leaders take the necessary measures as soon as possible in order to encourage teachers to undertake research on practice since this would enhance the quality of teaching and students’ learning outcomes and contribute to the effective implementation of the new general education curriculum.
{"title":"The importance of developing teachers as researchers in the new general education curriculum of Vietnam","authors":"D. Mai, M. Brundrett","doi":"10.1177/08920206221093001","DOIUrl":"https://doi.org/10.1177/08920206221093001","url":null,"abstract":"This paper focuses on the movement known as ‘teachers as researchers’, which has become an international phenomenon, and posits that it may be compatible with the policy of the ‘New General Education Curriculum’ of Vietnam. In order to examine teachers’ perceptions of their ability to undertake such research the methodology employed was qualitative in nature and consisted of two phases including a survey questionnaire with open ended questions administered to respondents in 100 high schools and secondary schools in 35 locations in cities and provinces in Vietnam, followed by in-depth interviews with four practitioners. It analyses the context, examines the challenges, and recommends strategies in order to develop teachers as researchers in the Vietnamese context. The main findings include that teachers currently lack interest in carrying out research because initial teacher training does not equip them sufficiently, they thus do not have confidence that they possess the relevant skills, and they perceive that there are limitations in support and leadership in schools, especially in relation to incentives to carry out research. The paper recommends that policy makers and school leaders take the necessary measures as soon as possible in order to encourage teachers to undertake research on practice since this would enhance the quality of teaching and students’ learning outcomes and contribute to the effective implementation of the new general education curriculum.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43526943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-17DOI: 10.1177/08920206221085794
A. Coleman, Azhar Ali
In recent years a variety of trends have increased uncertainty over the future of the Higher Education (HE) sector. While these create challenges for all staff, they potentially impact most on non-academic staff, due to long standing misunderstanding and undervaluing of their roles and despite them representing almost half of all jobs within the sector. In this context, leaders’ abilities to manage emotions in the workplace appear to be at a premium. However emotionality remains under-explored both generally within HE and in non-academic contexts particularly. This article summarizes findings from research into the impact perceptions of managers’ abilities to display Emotional Intelligence (EI) has on the wellbeing, attitudes and performance of staff within the context of a professional services team in one English university. It found perceptions of managers’ EI could be a powerful influence on team members’ mental health, including stress and anxiety. Furthermore, when managers were viewed as being Emotionally Intelligent, staff reported this significantly impacted their motivation and could lead to tangible improvements in core areas of job performance, including commitment, flexibility and discretionary effort. It recommends Higher Education Institutions (HEIs) consider placing greater emphasis on developing understanding of EI throughout their workforce while also building capacity in its practice amongst current and prospective managers.
{"title":"Emotional Intelligence: Its importance to HE professional services team members during challenging times","authors":"A. Coleman, Azhar Ali","doi":"10.1177/08920206221085794","DOIUrl":"https://doi.org/10.1177/08920206221085794","url":null,"abstract":"In recent years a variety of trends have increased uncertainty over the future of the Higher Education (HE) sector. While these create challenges for all staff, they potentially impact most on non-academic staff, due to long standing misunderstanding and undervaluing of their roles and despite them representing almost half of all jobs within the sector. In this context, leaders’ abilities to manage emotions in the workplace appear to be at a premium. However emotionality remains under-explored both generally within HE and in non-academic contexts particularly. This article summarizes findings from research into the impact perceptions of managers’ abilities to display Emotional Intelligence (EI) has on the wellbeing, attitudes and performance of staff within the context of a professional services team in one English university. It found perceptions of managers’ EI could be a powerful influence on team members’ mental health, including stress and anxiety. Furthermore, when managers were viewed as being Emotionally Intelligent, staff reported this significantly impacted their motivation and could lead to tangible improvements in core areas of job performance, including commitment, flexibility and discretionary effort. It recommends Higher Education Institutions (HEIs) consider placing greater emphasis on developing understanding of EI throughout their workforce while also building capacity in its practice amongst current and prospective managers.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1177/08920206221081611
Dimitrios Gkoros, Tharrenos Bratitsis
The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.
{"title":"E-Leadership and Distance Education in Greece during Covid-19 Pandemic","authors":"Dimitrios Gkoros, Tharrenos Bratitsis","doi":"10.1177/08920206221081611","DOIUrl":"https://doi.org/10.1177/08920206221081611","url":null,"abstract":"The paper attempts to investigate how contributive primary school principals’ e-leadership proved to the work and preparation of teachers for the implementation of the Distance Education during the covid-19 pandemic. By employing quantitative modes of enquiry and specifically a significant number of questionnaires, we concluded that the teachers’ level of education doesn't affect their opinion towards the degree of the school principals’ contribution to their work and preparation or the implementation of distance education, contrary to their educational experience. Moreover, the majority of teachers who participated in the research consider the presence and involvement of the electronic leader as important.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47407052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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