A mixed methods study: exploring school administators' perceived role in preparing teachers for online course instruction

Zachary Bauermaster

doi:10.17918/00000387

Online learning is transforming education. Not only has online learning grown in higher education, but it also continues to rise in K-12. The number of students seeking flexibility and personalized learning is driving the growth of online programs. During the COVID-19 pandemic, school districts were obliged to keep pace with the high demand for online courses. This was due to the increase in students moving online due to disruptive events, in addition to meeting the needs of existing online students. The purpose of this pragmatic paradigm, sequential explanatory mixed-methods research study was to focus on school administrators and their perceptions of preparing teachers to transition from traditional face to face instruction to online instruction. There have been limited studies on the perceptions of administrators involved in online learning. The research questions that guided this study were 1) How do school administrators perceive their role in effectively preparing teachers for online course instruction in Pennsylvania school districts? 2) What strategies do school administrators develop and implement when confronted with teacher resistance to online learning in Pennsylvania school districts? 3) How do school administrators describe how they support teachers in effective course restructuring and teaching in online learning environments in selective Pennsylvania school districts? The conceptual framework for this study included the following three literature streams 1) Change and Collaborative Leadership 2) Teacher Barriers to Online Course Instruction, and 3) Perceptions of Online Learning. Four conclusions emerged from the analysis of the data: a) collaboration is essential to effective online learning implementation, b) trusting relationships are necessary when facing resistance and leading through change, c) building operations is an essential role of administrators to reduce barriers during online learning implementation, and d) applicable professional development focused on student engagement improves teacher perceptions of online learning. This sequential explanatory mixed-methods study examined the role school administrators play in navigating schools, students, and faculty through online learning trends in education; and the need to be prepared to facilitate the change process. Key words: online learning, administrators, Covid-19, brick and mortar schools, professional development, change management.

A mixed methods study: exploring school administators' perceived role in preparing teachers for online course instruction

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A mixed methods study: exploring school administators' perceived role in preparing teachers for online course instruction

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