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<p>This article in the journal Gruppe. Interaktion. Organisation (GIO) discusses potential changes to the characteristics of schools as a&#xa0;result of digitalization. It focuses on the question, which specific ways of dealing with digitality, in the opinion of school principals, change or expand the field typology of schools. Based on an exploratory interview study with three principals at a&#xa0;school center in Baden-Württemberg, changes are mainly evident in organizational and administrative structures and processes. The results of the study suggest that digitization brings both opportunities for professionalized collaboration among teachers and challenges due to informal hierarchies. School administrators remain central as mediators between the administration and the teaching staff, but continue to face significant bureaucratic hurdles. The study recommends that future research be supplemented with additional perspectives and larger samples in order to gain a&#xa0;more comprehensive understanding of the effects of digital transformation on schools.</p>

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Zur Veränderung organisationaler Strukturen und Prozesse an Sekundarschulen im Zuge der digitalen gesellschaftlichen Transformation. Eine explorative Studie mit Schulleitungen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月1日

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  • Lisa Schlüter,
  • Albrecht Wacker

摘要

This article in the journal Gruppe. Interaktion. Organisation (GIO) discusses potential changes to the characteristics of schools as a result of digitalization. It focuses on the question, which specific ways of dealing with digitality, in the opinion of school principals, change or expand the field typology of schools. Based on an exploratory interview study with three principals at a school center in Baden-Württemberg, changes are mainly evident in organizational and administrative structures and processes. The results of the study suggest that digitization brings both opportunities for professionalized collaboration among teachers and challenges due to informal hierarchies. School administrators remain central as mediators between the administration and the teaching staff, but continue to face significant bureaucratic hurdles. The study recommends that future research be supplemented with additional perspectives and larger samples in order to gain a more comprehensive understanding of the effects of digital transformation on schools.