Primary School-Level Responses to the COVID-19 Pandemic in Ethiopia: Evidence from Phone Surveys of School Principals and Teachers

Autor/inn/en	Yorke, L.; Rose, P.; Woldehanna, T.; Hailu, B. H.
Titel	Primary School-Level Responses to the COVID-19 Pandemic in Ethiopia: Evidence from Phone Surveys of School Principals and Teachers
Quelle	In: Perspectives in Education, 39 (2021) 1, S.189-206 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Teacher Attitudes; Administrator Attitudes; Principals; Elementary Schools; School Closing; Teacher Responsibility; Government Role; Parent Teacher Cooperation; Parent Role; Disadvantaged Youth; Equal Education; Access to Computers; Energy; Internet; Administrator Role; Teacher Role; Educational Needs; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Principal; Schulleiter; Elementary school; Grundschule; Volksschule; School closings; Schule; Schließung; Schließung (von Schulen); Lehrverpflichtung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Parental role; Elternrolle; Benachteiligter Jugendlicher; Energie; Lehrerrolle; Educational need; Bildungsbedarf; Äthiopien
Abstract	Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01