Short-term modifications without sufficient experience were necessary and forced all providers and users of the educational system to adjust to a sudden and completely new situation of home schooling. During the first lockdown in Spring 2020, teachers, students and parents had to face the challenge of maintaining learning processes via remote schooling in Germany, as in almost all European countries ( DW 2020). The COVID-19 pandemic has had a major effect on nearly all aspects of life. In contrast, factors relating to parents’ and children’s backgrounds seem to be less important. The results of the structural equation model indicate that the perceived support and abilities of teachers have been especially relevant for parents’ school satisfaction during the time of the school lockdown. All students ( N = 1,587 M age = 14.20 SD = 0.36 53% girls) and their parents ( M age = 47.36 SD = 4.99 91% women) have participated in the longitudinal survey for at least 8 years. Using data from the COVID-19 survey of the German National Educational Panel Study, we identified central predictors of parents’ perceptions of school support during the national lockdown in Germany in spring 2020. To date, there is nearly no knowledge about school satisfaction or school support during this challenging situation. In this respect, during school lockdown, parents’ school satisfaction may reflect schools’ ability to adjust and react to fast social changes with almost no time for preparation. Since parents are by all means both important school users and partners, their perceptions of schools can be considered a central indicator for assessing school quality. Parents had to act as their children’s home schooling tutors while working from home, and schools had to deal with various alternatives to distance education.
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