Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States
Dennis Beck, Robert Maranto, University of Arkansas
Journal of Open, Flexible, and Distance Learning Volume 18, Number 2, ISSN 1179-7665 e-ISSN 1179-7665 Publisher: Distance Education Association of New Zealand
Virtual charter schools have the potential to transform teacher personnel management. However, there is currently little evidence that they are doing so. This study examined how 89 teachers at two virtual charter schools perceived school personnel practices and leadership. Survey analysis indicated that teachers perceived personnel practices as resembling those of their previous ‘brick and mortar’ public schools. The results also showed that these teachers had a more positive view of school leaders and the school climate than they had at their previous schools. Implications are discussed in light of teacher education and personnel management literature. Additional research is recommended, as is development of the preparation of school administrators to include online, flexible, and distance learning, and related innovative leadership practices.
Beck, D. & Maranto, R. (2014). Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States. Journal of Open, Flexible, and Distance Learning, 18(2), 59-81. Distance Education Association of New Zealand.
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Michael Barbour, Sacred Heart University, United States; Niki Davis, University of Canterbury, New Zealand; Derek Wenmoth, CORE Education, New Zealand
International Journal on E-Learning Vol. 15, No. 1 (2016) pp. 27–45
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