Pandemic-Informed Principal: Lessons Learned In Urban Schools
DOI:
https://doi.org/10.70617/qn3m8z90Keywords:
COVID-19 pandemic , K-12 Education, Educational Leadership, High School Principal, Online Learning, EquityAbstract
The COVID-19 pandemic impacted the schooling processes in K-12 systems. Principals navigated many challenges both during remote online learning and after returning to in-person education. This study explored the processes that 11 charter high school principals experienced during the pandemic. Using thematic analysis of interview data from 11 school principals, researchers aimed to understand how urban school principals’ perceptions towards online education practices in underprivileged communities have changed towards both online learning and schooling in general during the covid-19 pandemic. The goal of this examination is to then make recommendations for systemic reform. Five themes emerged: 1) school principals’ differing experiences with online learning during the pandemic, 2) challenges and opportunities in transitioning to online learning during the pandemic, 3) equity problems, 4) perspectives of school principals on online learning during the pandemic, and 5) shifts in school principals’ perceptions of online learning. Findings suggest important implications for principals, district leaders, policymakers, and researchers.
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Copyright (c) 2024 Dr. Michael Kuran, Dr. Jason Rhode, Dr. Ximena Burgin , Dr. Niyazi Ekici (Author)
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