Online Educators’ Leadership Styles and Sources of Their Support
Journal Title: European Journal of Teaching and Education - Year 2020, Vol 2, Issue 1
Abstract
Online education is manifested on three scales: formal, semi-formal and non-formal. The degree of development of each of the scales depends on the socioeconomic, technical, technological development of one country, administrative-legal and political system, its civilization and cultural milieu. It is manifest on platforms and has rules, frameworks, ranges and limitations, which usually is not studied in the formal educational systems, as it is not a part of the curriculum, or is not referred to the system of functioning large and small scales. Thus, as a consequence, educators find themselves in a digital space and become victims with burnout, destroyed knowledge and untapped potential of educational platforms. The subject of this study investigates the relationship between teacher educational background, their leadership styles and support on language teaching platforms. Results showed that educators respond to duty requests, and lead the teaching process in a parallel manner using autocratic, democratic, and liberal leadership styles, and their preferences are not related to educational background. Most of the teachers reported that they have the support from the platform where they teach, educational or other experts’ association. In contrast, a small number of participants said they do not receive any support or they have to rely on themselves. The paper discusses the theoretical and practical aspects, in an effort to improve and strengthen program oriented to improvement of online educators’ skills and their professional inclusion. Results are useful for policy makers, managers, developers and experts in a field of online education.
Authors and Affiliations
Kerla Minela
Keywords
Related Articles
- EP ID EP743285
- DOI https://doi.org/10.33422/ejte.v2i1.185
- Views 12
- Downloads 0
E-Learning in Times Of COVID-19: Insights into Management and Communication Studentsâ Perspectives Throughout the Global Coronavirus Pandemic
The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper look...
A 2021 Online Workshop for the Review of Two Modules on Methodology for Using English as a Medium of Instruction in Rwanda: Opportunities and Challenges
Since the outbreak of the COVID-19 pandemic in Wuhan in China and its rapid spread around the globe, peopleâs life and work styles have changed. Governments have installed and implemented lockdowns, social distancing,...
Professional Understanding of a Special Needs Educator: Roles, Expectations, and Implications
The current social context presents understandings of professions as vaguer rather than distinct in the everchanging education environment. While education and the medium of education (Teachers) present as a vastly resea...
Technology-mediated Secondary Education in Paraguay: An Exploratory Study
Researchers around the world have amassed vast amounts of information about ICT use in education. This study focuses on ICT use in high school in Paraguay and the changes that took place with the advent of the COVID-19 p...
Teachers as ‘Powerless Elites’: Emotions and Transformative Learning
This research uses narrative analysis to examine the emotional experiences of five schoolteachers, teaching in five different schools in Hong Kong, Singapore, and Taiwan. The analysis shows the paradoxical perceptions ab...