TY - JOUR
T1 - Virtual communities of practice
T2 - nurturing teacher-coordinators’ well-being amidst stress and crisis
AU - Schrire, Odelia Orit
AU - Kirchner, Kathrin
AU - Ipsen, Christine
AU - Tsybulsky, Dina
N1 - Publisher Copyright: © 2024, Emerald Publishing Limited.
PY - 2024/12/3
Y1 - 2024/12/3
N2 - Purpose: This longitudinal study investigated the ways in which virtual communities of practice (VCoPs) can support the well-being of teachers in managerial roles during stressful changes and crises. Specifically, it examined the experiences of these educators to better understand how VCoPs contribute to sustaining well-being in the face of challenges. Design/methodology/approach: A qualitative study methodology was utilized, consisting of three rounds of interviews with seven teacher-coordinators, coupled with content analysis to discern patterns and insights. A multidimensional model was then applied to pinpoint the associations between the community’s characteristics and the different approaches implemented by these teacher-coordinators to address stress and crises. Findings: The analysis revealed a range of coping strategies within the VCoPs for handling stress and crises. Participation in virtual spaces was shown to foster in-depth, rich discussions. The multidimensional model captures how social, emotional and cognitive factors can help teacher coordinators navigate challenges. Originality/value: This study contributes to a broader understanding of the well-being of educational staff, especially in managerial roles, by exploring the subtle dynamics of a VCoP. The findings highlight the impact of the community on teacher-coordinators' well-being in routine, stressful and crisis situations. These insights can provide valuable guidance for educational practitioners and policymakers to enhance the resilience of the education system to diverse challenges.
AB - Purpose: This longitudinal study investigated the ways in which virtual communities of practice (VCoPs) can support the well-being of teachers in managerial roles during stressful changes and crises. Specifically, it examined the experiences of these educators to better understand how VCoPs contribute to sustaining well-being in the face of challenges. Design/methodology/approach: A qualitative study methodology was utilized, consisting of three rounds of interviews with seven teacher-coordinators, coupled with content analysis to discern patterns and insights. A multidimensional model was then applied to pinpoint the associations between the community’s characteristics and the different approaches implemented by these teacher-coordinators to address stress and crises. Findings: The analysis revealed a range of coping strategies within the VCoPs for handling stress and crises. Participation in virtual spaces was shown to foster in-depth, rich discussions. The multidimensional model captures how social, emotional and cognitive factors can help teacher coordinators navigate challenges. Originality/value: This study contributes to a broader understanding of the well-being of educational staff, especially in managerial roles, by exploring the subtle dynamics of a VCoP. The findings highlight the impact of the community on teacher-coordinators' well-being in routine, stressful and crisis situations. These insights can provide valuable guidance for educational practitioners and policymakers to enhance the resilience of the education system to diverse challenges.
KW - Crisis
KW - Teacher-coordinators
KW - VCoPs
KW - Well-being
UR - http://www.scopus.com/inward/record.url?scp=85208604595&partnerID=8YFLogxK
U2 - https://doi.org/10.1108/JPCC-03-2024-0036
DO - https://doi.org/10.1108/JPCC-03-2024-0036
M3 - مقالة
SN - 2056-9548
VL - 9
SP - 431
EP - 449
JO - Journal of Professional Capital and Community
JF - Journal of Professional Capital and Community
IS - 4
ER -