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.
Highlights
In education and educational science, there is whole field, that is invented, made or designed with innovation for people and their intention for the purpose of education and its support or development
This can be explained by the theoretical principles of symbolic interaction theory, that subjects, persons and situations have the same meaning as defined by the rules for all persons belonging to a particular group, which means that educators would not have a lot of choices and would use situational rule to respond on stimulants defined by rules of particular group, and requests of students from different cultural background and different leadership preferences and requests for it
A small number of participants said they do not receive any support or they have to rely on themselves. This can be explained by the fact those teachers who interact with team form the platform or and other educational and associational institution would feel supported and perceived those interactions
Summary
In education and educational science, there is whole field, that is invented, made or designed with innovation for people and their intention for the purpose of education and its support or development. Numerous definitions of the terms for that education can be found: web-assisted learning, distance learning, e-learning, online learning, digital education and it is related to education supported by technology. Those terms should be considered in the context of the time and learning paradigm, geographical areas and field from which authors worked. European Journal of Teaching and Education ,2 (1):155-168,2020 and save the original pure nature of those institutions and education itself Each of these schools has its own rules, frameworks, ranges and limitations, which usually is not studied in most of the formal educational systems as it is not a part of the curriculum and it is not referred to the system of functioning of large and small scales. The paper discusses the theoretical and practical aspects, as well as results that would be useful for digital policy makers, managers, developers, educators and other experts in a field of online education
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