Teacher challenges in Faroese Compulsory Schools during the COVID-19 Pandemic and Support from School Leaders Avbjóðingar hjá lærarum í fólkaskúlanum undir korona-farsóttini og stuðulin frá skúlaleiðarum
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Published
Nov 28, 2024
Kalpana Vijayavarathan-R
Abstract
This mixed method pilot study aimed to elicit the impact of COVID-19 on Faroese compulsory school teachers as professionals and people in 2020-21. The objectives were to understand teacher and teaching challenges during the pandemic, positive and negative experiences, teacher evaluation of the efficiency and effectiveness of the crisis leadership of their school leaders, identify concerns with ‘learning loss’ and explore any evidence of organisational learning for schools. The findings reveal that teacher challenges included lack of digital competence, coping with the change in the teaching-learning environment, the difficulty in adapting to Information Communication Technology (ICT), reduced teacher self-efficacy and emotional stress. It revealed the tremendous concern teachers have for their students’ learning outcomes and well-being. Teacher evaluation of their leaders is fairly positive. It is not very clear if organisational learning has resulted from the COVID-19 crisis and been anchored to provide a basis for tackling future crises. This may be significant in providing school staff resilience to cope with any future change in the external environment and the resultant consequences for leadership, teachers and students.
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Keywords
Covid-19, teacher and teaching challenges, School leadership, learning loss, Compulsory Schools, organisational learning
References
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Hattie J. (2021). What can we learn from COVID-era instruction? Educational Leadership, 78(8): 14–17.
Hattie J. (2009). Visible learning: A synthesis of over 800 meta- analyses relating to student achievement. Routledge, London.
Hoogsteen, T. J. (2020). Personal leadership resources as mediator of context and leadership practice: a review and conceptual analysis. Advanc. Soc. Sci. Res. J, 7(4), 24-34.
Hoy, A. W. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356.
Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and
Accountability, 32(2), 237–270. https://doi.org/10.1007/s11092-020-09322-y
Judd, J & Rember, B & Pellegrini, T & Ludlow, B & Meisner, J. (2020). "This is Not Teaching": The Effects of COVID-19 on Teachers. 10.13140/RG.2.2.21599.69285.
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Kelly. (2005). Co-evolutionary integration – The Co-creation of a New organisational form following a merger or acquisition. pp. 39-66.
Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 7(1). https://doi.org/10.17169/fqs-7.1.75
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impacts of COVID-19 school closures on academic achievement (EdWorkingPaper: 20–226). https://doi.org/10.26300/cdrv-yw05 [Google Scholar])
Kundu, A. (2017). Grit and Agency: A Framework for Helping Students in Poverty to Achieve Academic Greatness. National Youth Advocacy and Resilience Journal, 2(2). https://doi.org/10.20429/nyarj.2017.020205
Langford, M. and Damsa, C. (2020). Online teaching in the time of COVID-19 times: Academic teachers' experiences in Norway, universitetet i Oslo. https://www.jus.uio.no/cell/pedagogiske-ressurser/evaluering/rapporter/report-university-teachers-160420-with-annex.pdf
Lashinsky, D. D. (2012). Collective teacher efficacy and high school reorganization as small learning communities: An action research project in Southwestern Colorado (Doctoral dissertation, University of Washington).
Lauermann, F., and J. König. (2016). “Teachers’ Professional Competence and Wellbeing: Understanding the Links between General Pedagogical Knowledge, Self-efficacy, and Burnout.” Learning and Instruction 45: 9–19. doi:10.1016/j.learninstruc.2016.06.006.
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Leithwood, K., A. Harris & D. Hopkins. (2020). “Seven Strong Claims about Successful School Leadership Revisited.” School Leadership & Management 40 (1): 5–22. doi:10.1080/13632434.2019.1596077
Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177-199.
Llieva, J., Baron, S., & Healey, N. M. (2002). Online surveys in marketing research: Pros and cons. International Journal of Market Research, 44 (3), 361–367. Google Scholar
Lopez. S. P., Peon, J. M. M., & Ordas, C. J. V. (2005). Human resource practices, organizational learning and business performance. Human Resource Development International, 8(2), 147-164.
Lortie D. 1975. Schoolteacher: A sociological study. University of Chicago Press, Chicago.
Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y
Moss, G., Webster, R., Bradbury, A., & Harmey, S. (2021). Unsung heroes: The role of teaching assistants and classroom assistants in keeping schools functioning during lockdown. https://discovery.ucl.ac. uk/id/eprint/10125467/
Nunan, D. (1999). Research methods in language learning. Eighth printing. Cambridge: CUP.
Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence Based Nursing, 18(2), 34–35. https://doi.org/10.1136/eb-2015-102054
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Putman, S. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34(1), 26–40.
Rothstein R. (2020). Why COVID-19 will “explode” existing academic achievement gaps. Washington Post. [online]: Available from washingtonpost.com/education/2020/04/17/why-covid-19-will-explode-existing-academic-achievement-gaps/.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Sahlberg P. and Walker TD. (2021). In teachers we trust: The Finnish way to world-class schools. Norton, New York.
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