Abstract
The purpose of the present study was to explore professional capital in Lebanese public and private schools during the transition to online learning, in order to identify lessons that can be applied as teachers and administrators face the transition to a post-pandemic environment. Using a qualitative design, semi-structured interviews were conducted with two teachers and one administrator at each of three public and three private schools in Lebanon. The data were analysed using the constant comparative model. Findings revealed the importance of readiness, the process of becoming ready, the role of the lead administrator and parents, having flexibility in decision-making, and allowing collective responsibility in decision-making. Practical implications were then discussed to support in the transition back to in-class learning.
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