Leadership Support in a Pandemic: Middle School Teacher Perceptions of Emergency Remote Teaching

Abstract

The authors examined middle level teachers’ perceptions and experiences of leadership support during the sudden transition to emergency remote teaching (ERT) during the COVID-19 pandemic. For this qualitative case study, the research questions were: How did middle school teachers perceive their leaders’ support for teaching online? What were teacher beliefs about student attendance and virtual education? Survey data were collected from teachers at a middle school (Grades 6–8) in rural Virginia, and six respondents participated in one-on-one interviews. The responses yielded six findings illuminating perceptions of support for teaching virtually from principals and other administrators: (a) leaders listened to teachers’ issues, concerns, and suggestions; (b) administration was supportive, helpful, and positive; (c) administrators assisted with parental communication; (d) attendance in online classes was poor; (e) absent students failed to learn; and (f) additional professional development for online teaching was desired. Leadership supports are revealed for assisting with faculty adaptation to and effectiveness with remote instruction. Because case studies have yet to examine educational leadership relative to faculty roles and functions during an emergency, this study contributes vital understandings from the middle level teacher standpoint.