Teacher challenges in Faroese Compulsory Schools during the COVID-19 Pandemic and Support from School Leaders

Abstract

This mixed method pilot study aimed to elicit the impact of COVID-19 on Faroese compulsory school teachers as professionals and people in 2020-21. The objectives were to understand teacher and teaching challenges during the pandemic, positive and negative experiences, teacher evaluation of the efficiency and effectiveness of the crisis leadership of their school leaders, identify concerns with ‘learning loss’ and explore any evidence of organisational learning for schools. The findings reveal that teacher challenges included lack of digital competence, coping with the change in the teaching-learning environment, the difficulty in adapting to Information Communication Technology (ICT), reduced teacher self-efficacy and emotional stress. It revealed the tremendous concern teachers have for their students’ learning outcomes and well-being. Teacher evaluation of their leaders is fairly positive. It is not very clear if organisational learning has resulted from the COVID-19 crisis and been anchored to provide a basis for tackling future crises. This may be significant in providing school staff resilience to cope with any future change in the external environment and the resultant consequences for leadership, teachers and students.