Akademik Veri Yönetim Sistemi
SAGE OPEN, cilt.14, sa.3, 2024 (SSCI)
Schools transitioned them from face-to-face to distance education to contain the COVID-19 pandemic. Principals faced extraordinary crises. Transitional management processes to distance education and outcomes are viewed from the perspective of 15 school principals of K-12 schools, selected through convenience sampling, within a qualitative research and single study design. Content analysis was used to analyze principals' responses. The themes and patterns that emerged were matched to the research aims, and a data-driven approach was used to interpret the results. The researchers generated and coded themes, which revealed that K-12 school principals managed the transition process through the effective use of technology, but experienced stress under intense pressure. These findings suggest significant changes in management processes by principals during the pandemic, despite additional stress from parent indifference, teachers' limited technological knowledge, unpreparedness to manage the process at schools. Infrastructure and practice were key variables for effective transition. The COVID-19 pandemic has had widespread impacts on various aspects of life worldwide, including education, health, and the economy. Schools have been significantly affected, with many countries closing their doors and transitioning from face to face to distance learning to prevent the spread of the virus. Among those greatly affected by these changes are school principals. This study explores the experiences of school principals in managing this transition. The perspectives of 15 principals from K-12 schools were sought to understand their challenges and strategies during this time. The study reveals that while principals direct this new landscape through effective technology use and planning, they also cope with stress and pressure. The findings highlight significant shifts and adaptations in the management practices of K-12 school principals during the pandemic. Moreover, principals have encountered various challenges in school management (parental disengagement, teachers' limited technology proficiency, and feelings of unpreparedness to manage these changes).