Abstract
The purpose of this mixed method parallel/convergent research was to ascertain educators' perspectives of and responses to COVID 19 in the Jamaican education system and assess its state of readiness for online teaching and learning. It further sought to provide critical insights on the lessons learned in crisis management and steps required to propel Jamaica into a future of robust online teaching and learning. The findings revealed that while most educators owned their own devices, had internet connectivity, and could satisfactorily navigate the various online platforms, there were issues with the level and scope of training and support they received. Further, the major drawback was the low number of students that were able to access the online space. This undeniably indicates greater need for effective leadership and management especially in times of crises. So, the major recommendations were for continuous professional development in crisis management and other areas as well as resource support to be offered so that the most vulnerable students can benefit equitably.
TopBackground To The Study
The COVID-19 pandemic has resulted in unprecedented educational disruption in the Caribbean. This is because nearly 7 million learners across 23 countries (including Jamaica), have been affected by the COVID-19 (UNESCO, 2020) where approximately 31, 656 teachers and 627,000 students were involved (Waugh 2020, para. 1). Thus, educators and learners in Jamaica had to adjust their teaching and learning strategies using online modalities. However, many educators and students were not prepared for this shift due to lack of resources and training. Moreover, this pandemic has exacerbated the vulnerable conditions of many of students. In response to the increased vulnerability of students, the government of Jamaica has provided training for educators, resources for students and greater access to technology and internet access. Despite these efforts though, many educators and students still face a variety of challenges with online teaching and learning. Naturally, the digital transformation of education has been accelerated by the COVID-19 pandemic, which has resulted in the primary mode of learning switching from face-to-face, to an online format. Furthermore, the emergency switch to remote learning has brought about its own challenges that were not yet explored, which include but are not limited to, the need for psychosocial support for teachers, students, and parents.
Key Terms in this Chapter
Readiness: Preparedness.
Crisis: Times of extreme difficulty and/danger.
Middle Managers: Those in the middle tier of management in schools-vice principals, heads of department, senior teachers, subject specialists.
Reform-Induced Crises: Crises caused by reforms.
Leading: Showing the way.
Managing: Planning, organizing, coordinating, controlling.
Perspectives: Views or opinions.
Crisis-Induced Reforms: Reforms caused by crisis.
COVID-19: Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2 virus (WHO, 2020 AU118: The in-text citation "WHO, 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).