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Empowering Teachers? An Exploratory Study of Personnel Practices in Virtual Charter Schools in the United States
ARTICLE

, , 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

Abstract

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.

Citation

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. Retrieved March 24, 2019 from .

This record was imported from the Journal of Open, Flexible, and Distance Learning on March 30, 2015. [Original Record]

The Journal of Open, Flexible, and Distance Learning is a publication of New Zealand Association for Open, Flexible and Distance Learning (DEANZ).

Keywords

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Cited By

  1. Primary and Secondary Virtual Learning in New Zealand: Examining the Process of Achieving Maturity

    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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