Abstract
The study explores the school transformation process as evidenced by the opinions of head teachers. The main goal of the research was to present a content analysis study of the Polish educational environment on the basis of primary and secondary head teachers’ views on the risks and perspectives brought by the global Covid-2019 lockdown. The conceptual framework was based on the theoretical perspective (the cognitive and affective processes in multimedia learning, the theory of motivation, and goal setting) as well as the model of the school as a learning organization and the assumptions of Emergency Remote Teaching. The categorized interviews with the head teachers were conducted using a categorized interview questionnaire and the respondents considered various categories problems within educational practice related to the functioning of schools during the pandemic. The selection of study participants was deliberate using the snowball sampling method, 18 head teachers participated in this study. The research conducted allowed the specification of the different areas of influence of Emergency Remote Teaching on the transformation of the school as a learning organization (e.g. the functioning of the school in mutual internal and external network cooperation, the dissemination and extending of communication areas using information technologies, the strengthening of the network interaction through information technologies, and other areas). The paper contains numerous recommendations that can improve the school's functioning in the future, based on the experience gained during Emergency Remote Teaching. These experiences can accelerate the organizational and didactic development of the school as a learning organization.
Highlights
Observations of the pedagogical environment reveal that teachers largely base their teaching concepts on many years of professional practice as well as on their own educational experience gained as students (Hargreaves & Fullan, 2020)
The following research question has been formulated: How has Emergency Remote Teaching affected the transformation of the school as a learning organization? The research question posed in this way includes detailed questions about the development of the school as a learning organization during a pandemic and the perspectives of changes in the functioning of the school after the pandemic COVID-19
There are four main areas in the school function which were directly touched during pandemic Covid 19: organization, communication, processes and interactions
Summary
Observations of the pedagogical environment reveal that teachers largely base their teaching concepts on many years of professional practice as well as on their own educational experience gained as students (Hargreaves & Fullan, 2020). The pandemic created conditions that challenged traditional teaching strategies, the quality of feedback between teachers and students, collaboration between teachers and parents, and the entire educational community (Hargreaves & Fullan, 2020; Tomczyk et al, 2020). The educational changes that have been made around the world as the result of the COVID-19 pandemic have revealed problems with equitable access to technology (often called the ‘digital divide’) around the world (UNESCO, 2020; Zhong, 2020). The situation with the transition to the delivery of educational courses via the Internet, known as Emergency Remote Teaching (Milligan, 2020; Hodges et al, 2020), caused distress of teachers who had little or no previous experience with online methods and techniques of teaching
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