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<p>In 2020/2021 school year, schools faced a&#xa0;variety of challenges due to the COVID-19 pandemic. Teaching and learning had to be adapted to constantly changing, unpredictable conditions while taking into account the heterogeneous conditions of schools. This paper deals with the question of the extent to which schools differed in terms of how they dealt with the pandemic from the perspective of school principals and how they developed over the course of a&#xa0;school year. We assumed that schools differed in terms of their perceived challenges, stress and satisfaction right from the start of the pandemic and, depending on these initial conditions, subsequently reacted differently to the perceived challenges. To analyse the changes over the course of the school year, latent profile analyses were applied to a&#xa0;tri-national longitudinal data set of <i>N</i> = 206 school principals from Germany, Austria, Switzerland. The survey was conducted at three measurement points—at the beginning of the 2020/2021 school year, during the school term and at the end of the school year, thus making it possible to analyse changes over time. Analyses showed that three profiles can be distinguished at all measurement points. These profiles differ systematically in terms of the perceived challenges and the contextual conditions of the schools. It is interesting to see that not all schools remain in their original profile over the course of the school year, which indicates that schools are developing differently in terms of how they deal with challenges in the context of the pandemic.</p>

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Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月12日

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  • Fatmana Selcik,
  • Katharina Reschke,
  • Nina Jude,
  • Stefan Brauckmann-Sajkiewicz,
  • Tobias Feldhoff,
  • Katharina Maag Merki,
  • Falk Radisch,
  • Francesca Suter

摘要

In 2020/2021 school year, schools faced a variety of challenges due to the COVID-19 pandemic. Teaching and learning had to be adapted to constantly changing, unpredictable conditions while taking into account the heterogeneous conditions of schools. This paper deals with the question of the extent to which schools differed in terms of how they dealt with the pandemic from the perspective of school principals and how they developed over the course of a school year. We assumed that schools differed in terms of their perceived challenges, stress and satisfaction right from the start of the pandemic and, depending on these initial conditions, subsequently reacted differently to the perceived challenges. To analyse the changes over the course of the school year, latent profile analyses were applied to a tri-national longitudinal data set of N = 206 school principals from Germany, Austria, Switzerland. The survey was conducted at three measurement points—at the beginning of the 2020/2021 school year, during the school term and at the end of the school year, thus making it possible to analyse changes over time. Analyses showed that three profiles can be distinguished at all measurement points. These profiles differ systematically in terms of the perceived challenges and the contextual conditions of the schools. It is interesting to see that not all schools remain in their original profile over the course of the school year, which indicates that schools are developing differently in terms of how they deal with challenges in the context of the pandemic.