Job Attainment and Perceived Role Differences of Cyberschool LeadersLeaders

dc.contributor.authorRichardson, Jayson W.
dc.contributor.authorBeck, Dennis
dc.contributor.authorLaFrance, Jason A.
dc.contributor.authorMcLeod, Scott
dc.date.accessioned2022-09-30T16:31:03Z
dc.date.available2022-09-30T16:31:03Z
dc.date.issued2016-01
dc.description.abstractAs 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.en_US
dc.identifier.citationRichardson, Jayson W.; Beck, Dennis; LaFrance, Jason; and McLeod, Scott, "Job Attainment and Perceived Role Differences of Cyberschool Leaders" (2016). Educational Leadership Studies Faculty Publications. 1. https://uknowledge.uky.edu/edl_facpub/1en_US
dc.identifier.issn1176-3647
dc.identifier.urihttp://hdl.handle.net/11416/808
dc.language.isoen_USen_US
dc.publisherInternational Forum of Educational Technology & Society (IFETS)en_US
dc.subjectEducationen_US
dc.subjectWeb-based instructionen_US
dc.subjectCase methoden_US
dc.titleJob Attainment and Perceived Role Differences of Cyberschool LeadersLeadersen_US
dc.typeArticleen_US

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