Professional developments in inclusive schools under conditions of the Covid-19 pandemic

本研究基于校长领导风格和教师专业能力的理论概念和研究成果，旨在调查在新冠肺炎疫情背景下，校长和教师的专业相关体验、态度和压力发生了多大程度的变化。据推测，校长的合作倾向增强，特别是导致教学人员的合作活动增加，从而减少了教学人员与专业有关的经历（如压力）和学生与学习有关的特点（如积极性）的负面变化。该研究采用了三个测量点的纵向设计，分布在两个学年（2018-2020年），其中调查了214所中小学包容性学校。在这项后续研究中，将再次对214所包容性学校的校长和教学人员以及原二年级（N = 40个班）和七年级（N = 20个班）的学生进行调查。这些材料将从回顾和当前的角度收集有关专业活动以及远程学习环境中的教学过程的信息。通过详细评估合作活动及其对学校内不同行为体群体的影响，后续研究表明，在何种条件下，远程教育环境中的包容性教学和学习能够取得成功。所获得的知识将用于教师培训和在职培训。

Based on theoretical concepts and research findings on leadership styles of school headmasters and professional competence facets of teachers, the present study aims to investigate to what extent profession-related experiences, attitudes and stresses of school headmasters and pedagogical staff have changed against the background of the Covid-19 pandemic. It is assumed that an increased cooperation orientation of school headmasters in particular leads to increased cooperative activities on the part of the teaching staff and thus causes fewer negative changes in the profession-related experiences of the teaching staff (e.g. stress) and learning-relevant characteristics of pupils (e.g. motivation). The study draws on a longitudinal design over three measurement points, distributed over two school years (2018-2020), in which 214 primary and secondary inclusive schools were surveyed. In this follow-up study, the school headmasters and pedagogical staff of the 214 inclusive schools, as well as students of the original grade 2 (N = 40 classes) and grade 7 (N = 20 classes), will be surveyed again. Questionnaires will collect information on professional activities as well as the teaching and learning processes in distance learning settings from a retrospective and current perspective. Through the detailed assessment of cooperative activities and their effects on different groups of actors within the school, the follow-up study demonstrates under which conditions inclusive teaching and learning in distance learning settings can succeed. The knowledge gained will be applied in the area of teacher training and in-service training.