Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers
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 teache...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2021-03-01
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| Series: | Perspectives in Education |
| Subjects: | |
| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/4747 |
| _version_ | 1797265671187333120 |
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| author | Louise Yorke Pauline Rose Tassew Woldehanna Belay Hagos |
| author_facet | Louise Yorke Pauline Rose Tassew Woldehanna Belay Hagos |
| author_sort | Louise Yorke |
| collection | DOAJ |
| description |
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.
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| first_indexed | 2024-03-08T04:41:55Z |
| format | Article |
| id | doaj.art-73701f9bf28b45718ffe185abaf82bcb |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:30Z |
| publishDate | 2021-03-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-73701f9bf28b45718ffe185abaf82bcb2024-03-11T23:05:54ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2021-03-01391Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachersLouise Yorke0Pauline Rose1Tassew Woldehanna2Belay Hagos3University of Cambridge, United KingdomUniversity of Cambridge, United KingdomAddis Ababa University, EthiopiaAddis Ababa University, Ethiopia 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. http://journals.ufs.ac.za/index.php/pie/article/view/4747COVID-19Primary schoolsEquitySchool principalsTeachersEthiopia |
| spellingShingle | Louise Yorke Pauline Rose Tassew Woldehanna Belay Hagos Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers Perspectives in Education COVID-19 Primary schools Equity School principals Teachers Ethiopia |
| title | Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers |
| title_full | Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers |
| title_fullStr | Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers |
| title_full_unstemmed | Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers |
| title_short | Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers |
| title_sort | primary school level responses to the covid 19 pandemic in ethiopia evidence from phone surveys of school principals and teachers |
| topic | COVID-19 Primary schools Equity School principals Teachers Ethiopia |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/4747 |
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