Administering Secondary Level Learners’ Engagement in Online Education During COVID-19 Pandemic in Bangladesh: A Leadership Perspective

Author ORCiD

0009-0007-0846-9400

College

College of Education & Professional Studies (Darden)

Graduate Level

Doctoral

Graduate Program/Concentration

Ph.D. in Higher Education

Presentation Type

Oral Presentation

Abstract

School leadership played a pivotal role in secondary schools of Bangladesh to continue education without interruption during the COVID-19 crisis. The study aimed to identify the approaches, roles, challenges, strengths, and success measures of teachers as school leaders in mitigating the impact of COVID-19 on secondary education. Data was collected through a mixed-methods approach, including questionnaire surveys, interviews, and focus group discussions (FGDs) with secondary-level teachers and students. The findings indicate that despite a strong willingness to adapt, factors such as low network connectivity, limited knowledge, and poor economic conditions hindered the implementation of online education (OE) in secondary schools. However, school leaders demonstrated various leadership qualities, including situational, emergent, assigned, laissez-faire, transformational, participative, and crisis leadership. This research contributes to the literature on school leadership during crises and offers insights into the specific challenges faced in the context of secondary education in Bangladesh. The findings can inform policymakers, educators, and school leaders in designing effective strategies to address similar crises and ensure the provision of quality education.

Keywords

Leadership, School, Education, Administration, COVID-19, Online, Distance, Learning, Blended, Virtual, Classroom, Practice, Bangladesh, Coronavirus

This document is currently not available here.

Share

COinS
 

Administering Secondary Level Learners’ Engagement in Online Education During COVID-19 Pandemic in Bangladesh: A Leadership Perspective

School leadership played a pivotal role in secondary schools of Bangladesh to continue education without interruption during the COVID-19 crisis. The study aimed to identify the approaches, roles, challenges, strengths, and success measures of teachers as school leaders in mitigating the impact of COVID-19 on secondary education. Data was collected through a mixed-methods approach, including questionnaire surveys, interviews, and focus group discussions (FGDs) with secondary-level teachers and students. The findings indicate that despite a strong willingness to adapt, factors such as low network connectivity, limited knowledge, and poor economic conditions hindered the implementation of online education (OE) in secondary schools. However, school leaders demonstrated various leadership qualities, including situational, emergent, assigned, laissez-faire, transformational, participative, and crisis leadership. This research contributes to the literature on school leadership during crises and offers insights into the specific challenges faced in the context of secondary education in Bangladesh. The findings can inform policymakers, educators, and school leaders in designing effective strategies to address similar crises and ensure the provision of quality education.