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Virtual communities of practice: nurturing teacher-coordinators’ well-being amidst stress and crisis

Odelia Orit Schrire (Technion Israel Institute of Technology, Haifa, Israel)
Kathrin Kirchner (Danmarks Tekniske Universitet, Kongens Lyngby, Denmark)
Christine Ipsen (Danmarks Tekniske Universitet, Kongens Lyngby, Denmark)
Dina Tsybulsky (Technion Israel Institute of Technology, Haifa, Israel)

Journal of Professional Capital and Community

ISSN: 2056-9548

Article publication date: 12 November 2024

Issue publication date: 3 December 2024

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Abstract

Purpose

This longitudinal study investigated the ways in which virtual communities of practice (VCoPs) can support the well-being of teachers in managerial roles during stressful changes and crises. Specifically, it examined the experiences of these educators to better understand how VCoPs contribute to sustaining well-being in the face of challenges.

Design/methodology/approach

A qualitative study methodology was utilized, consisting of three rounds of interviews with seven teacher-coordinators, coupled with content analysis to discern patterns and insights. A multidimensional model was then applied to pinpoint the associations between the community’s characteristics and the different approaches implemented by these teacher-coordinators to address stress and crises.

Findings

The analysis revealed a range of coping strategies within the VCoPs for handling stress and crises. Participation in virtual spaces was shown to foster in-depth, rich discussions. The multidimensional model captures how social, emotional and cognitive factors can help teacher coordinators navigate challenges.

Originality/value

This study contributes to a broader understanding of the well-being of educational staff, especially in managerial roles, by exploring the subtle dynamics of a VCoP. The findings highlight the impact of the community on teacher-coordinators' well-being in routine, stressful and crisis situations. These insights can provide valuable guidance for educational practitioners and policymakers to enhance the resilience of the education system to diverse challenges.

Keywords

Acknowledgements

We thank the teachers who collaborated with us on this study. Our appreciation also goes to the Israeli Ministry of Education, the MOFET Institute, and the EuroTech Alliance for their support.

Citation

Schrire, O.O., Kirchner, K., Ipsen, C. and Tsybulsky, D. (2024), "Virtual communities of practice: nurturing teacher-coordinators’ well-being amidst stress and crisis", Journal of Professional Capital and Community, Vol. 9 No. 4, pp. 431-449. https://doi.org/10.1108/JPCC-03-2024-0036

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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