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Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning

The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no...

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Detalles Bibliográficos
Autores principales: Berkovich, Izhak, Hassan, Tahani
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9274144/
http://dx.doi.org/10.1177/17411432221113411
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author Berkovich, Izhak
Hassan, Tahani
author_facet Berkovich, Izhak
Hassan, Tahani
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description The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals’ digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers’ intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship.
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spelling pubmed-92741442022-07-13 Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning Berkovich, Izhak Hassan, Tahani Educational Management Administration & Leadership Original Article The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals’ digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers’ intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship. SAGE Publications 2022-07-11 /pmc/articles/PMC9274144/ http://dx.doi.org/10.1177/17411432221113411 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by-nc/4.0/This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
spellingShingle Original Article
Berkovich, Izhak
Hassan, Tahani
Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
title Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
title_full Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
title_fullStr Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
title_full_unstemmed Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
title_short Principals’ digital instructional leadership during the pandemic: Impact on teachers’ intrinsic motivation and students’ learning
title_sort principals’ digital instructional leadership during the pandemic: impact on teachers’ intrinsic motivation and students’ learning
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9274144/
http://dx.doi.org/10.1177/17411432221113411
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