The purpose of this study was to examine educators’ perceptions of their preparation and expectations for teaching and learning during the COVID-19 school closures through the lens of context-responsive leadership theory. School enrollment, educational attainment, poverty, and race were the county-level external school contexts we studied. The sample includes 270 participants from 13 New Jersey counties. Findings provide evidence for a positive, moderate relationship between school enrollment and perceptions of preparedness for the COVID-19 school closures. School leaders may improve teaching and learning during school closures when using their external school context literacies in certain situations.
Fancera, Samuel F. and Saperstein, Evan
"Preparation, Expectations, and External School Contexts: Navigating the COVID-19 School Closures,"
Journal of Organizational & Educational Leadership: Vol. 6:
3, Article 2.
Available at: https://digitalcommons.gardner-webb.edu/joel/vol6/iss3/2