You are here:

Job Attainment and Perceived Role Differences of Cyberschool Leaders
ARTICLE

, , ,

Journal of Educational Technology & Society Volume 19, Number 1, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

As cyberschooling options expand, it is vital that we understand the nuances of these particular learning opportunities. Because little research exists on leaders of K-12 cyberschools, this exploratory case study had two purposes. We first examined how 18 cyberschool leaders in the United States obtained their position. Second, we explored the perceptions of cyberschool leaders regarding the differences between their job and that of a traditional brick-and-mortar school leader. We found that cyberschool leaders tend to be predominantly new, technology savvy administrators who have some background in online learning. Main differences between cyberschool leadership and brick-and-mortar school leadership included interactions with students, teacher supervision, provision of professional development, and management of the day-to-day operations.

Citation

Richardson, J.W., Beck, D., LaFrance, J. & McLeod, S. (2016). Job Attainment and Perceived Role Differences of Cyberschool Leaders. Journal of Educational Technology & Society, 19(1), 211-222. Retrieved September 30, 2022 from .

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords