View in EDS

The Hard Teacher's Leadership Coping to the COVID-19 Pandemic

Saved in:
Bibliographic Details
Title: The Hard Teacher's Leadership Coping to the COVID-19 Pandemic
Language: English
Authors: Chan, Jorge Carlos Aguayo, López, Martha Vanessa Espejel, Loria, María de Lourdes Pinto, Briceño, Efrain Duarte
Source: World Journal of Education. 2020 10(6):55-63.
Availability: Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: COVID-19, Pandemics, Coping, Teacher Role, Teacher Leadership, Urban Schools, Rural Schools, Internet, Access to Computers, Educational Technology, Technology Uses in Education, Teacher Competencies, Foreign Countries, Elementary Secondary Education, Public Schools, Private Schools, Rural Urban Differences, Teaching Experience, Technological Literacy, Educational Attainment, Gender Differences, Planning
Geographic Terms: Mexico
ISSN: 1925-0746
Abstract: Most teachers in Mexico are not experts on Information and Communication Technologies, some rural areas lack a good internet connectivity or even electricity. This context led us to determine: How can teachers keep the pace of educational leadership? and How they cope their teaching task with the COVID-19 pandemic? The sample included 329 teachers from urban and rural zones, 71.1% female and 28.9% male, with a mean age of 38.8 years, working in public (71.7%) and private (28.3%) schools. A self-evaluation template was used to assess the planning, didactical sequence analysis and evaluation competence from the teachers. Our aim was to sketch a teacher's leadership competences profile, specifically in these pandemic times. The results showed than 75.7% of the teachers had an internet access between Good and Very good; on the contrary, 78.4% of the teachers considered that most of their students had between "not very good" to "very bad" internet access. Only a few teachers addressed the didactic planning or followed its development and assessment: I have elaborated and shared with the students indicators of achievement from the didactical sequence (32.8%); I have stimulated processes of reflection upon learning through an instrument (22.5%); I have regularly incorporated and used digital tools and Internet (31.9%); at last, I have established and conducted moments of evaluation, self and formative co-evaluation in which the students have been able to make changes based on the feedback received (30.1%). However, teachers are coping with this pandemic time and it may involve a change in educational strategies towards the future.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1284462
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1284462
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1284462
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Hard Teacher's Leadership Coping to the COVID-19 Pandemic
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chan%2C+Jorge+Carlos+Aguayo%22">Chan, Jorge Carlos Aguayo</searchLink><br /><searchLink fieldCode="AR" term="%22López%2C+Martha+Vanessa+Espejel%22">López, Martha Vanessa Espejel</searchLink><br /><searchLink fieldCode="AR" term="%22Loria%2C+María+de+Lourdes+Pinto%22">Loria, María de Lourdes Pinto</searchLink><br /><searchLink fieldCode="AR" term="%22Briceño%2C+Efrain+Duarte%22">Briceño, Efrain Duarte</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22World+Journal+of+Education%22"><i>World Journal of Education</i></searchLink>. 2020 10(6):55-63.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Urban+Differences%22">Rural Urban Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1925-0746
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Most teachers in Mexico are not experts on Information and Communication Technologies, some rural areas lack a good internet connectivity or even electricity. This context led us to determine: How can teachers keep the pace of educational leadership? and How they cope their teaching task with the COVID-19 pandemic? The sample included 329 teachers from urban and rural zones, 71.1% female and 28.9% male, with a mean age of 38.8 years, working in public (71.7%) and private (28.3%) schools. A self-evaluation template was used to assess the planning, didactical sequence analysis and evaluation competence from the teachers. Our aim was to sketch a teacher's leadership competences profile, specifically in these pandemic times. The results showed than 75.7% of the teachers had an internet access between Good and Very good; on the contrary, 78.4% of the teachers considered that most of their students had between "not very good" to "very bad" internet access. Only a few teachers addressed the didactic planning or followed its development and assessment: I have elaborated and shared with the students indicators of achievement from the didactical sequence (32.8%); I have stimulated processes of reflection upon learning through an instrument (22.5%); I have regularly incorporated and used digital tools and Internet (31.9%); at last, I have established and conducted moments of evaluation, self and formative co-evaluation in which the students have been able to make changes based on the feedback received (30.1%). However, teachers are coping with this pandemic time and it may involve a change in educational strategies towards the future.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1284462
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1284462
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 55
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Access to Computers
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Rural Urban Differences
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Planning
        Type: general
      – SubjectFull: Mexico
        Type: general
    Titles:
      – TitleFull: The Hard Teacher's Leadership Coping to the COVID-19 Pandemic
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chan, Jorge Carlos Aguayo
      – PersonEntity:
          Name:
            NameFull: López, Martha Vanessa Espejel
      – PersonEntity:
          Name:
            NameFull: Loria, María de Lourdes Pinto
      – PersonEntity:
          Name:
            NameFull: Briceño, Efrain Duarte
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 1925-0746
          Numbering:
            – Type: volume
              Value: 10
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: World Journal of Education
              Type: main
ResultId 1