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Survey of school administrators: Disadvantaged children often receive too little support

2023-03-01T06:58:17.576Z


The shortage of teachers increases educational inequality. There is also not enough time for the further development of the school - this was stated by the rectors in a survey. Digitization could help.


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Learning on the laptop: Digitization as part of the solution

Photo: Willie B Thomas/Digital Vision/Getty Images

The shortage of teachers remains the most important construction site in German schools – both now and in the next five years.

In a survey, more than two-thirds of head teachers stated that they see the lack of staff as the greatest challenge.

Another answer clarifies the effects this has on the pupils: Particularly disadvantaged children and young people have a difficult time.

They do not receive the individual support they urgently need, say eight out of ten of those questioned in the second »Cornelsen School Management Study«.

This exacerbates educational inequality.

The rectors actually see school as a central place to compensate for different starting conditions.

more on the subject

  • German School Barometer: A good third of the children have significant learning deficits by Silke Fokken

  • Survey: Germany's school principals consider timetables to be "no longer up-to-date"

  • »Teachers have to do even more«: Expert group demands more effort from teachersBy Swantje Unterberg

Around 2,000 school administrators took part in the representative online survey, with 20 of them also having a face-to-face interview.

The Research Institute for Educational and Social Economics published the study on behalf of the school book publisher Cornelsen together with the educational researcher Klaus Hurrelmann.

Digital lessons only in connection with learning time in attendance

One focus of the survey was on the topic of digitization.

The team behind the study writes that this is not an additional task or burden for those surveyed, but has long been part of the solution.

There is almost unanimity that digitized teaching must be combined with learning times in attendance.

95 percent of school management see digitization as an opportunity to support learning processes and to improve individualized, self-determined learning.

For example, by digitally recording learning statuses, showing the respective need for support and suggesting learning steps.

»I think very much of learning diagnostics.

There are many portals that provide the basics.

I don't need a teacher for that,« says a teacher who has been running a high school for eight years in an interview.

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  • Learning after Corona: Digitization?

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  • 14-point plan for Ministers of Education: This is how digitization in schools should finally succeedBy Miriam Olbrisch

Digitization is also a way for many school administrations to relieve teachers of administrative tasks and thus better cope with the shortage of staff.

Almost eight out of ten school administrators are convinced that online tools could make school management easier.

Against this background, it is not surprising that almost all school administrations want the digital pact to continue.

Almost six out of ten hope that resources will continue to be available for the digital infrastructure of their school.

71 percent would like funds for further education and training measures.

This is an essential prerequisite for digital education, say 98 percent.

Even young teachers are insufficiently trained in terms of teaching and acquiring digitally competent didactics.

"When we get trainee teachers, they are not used to working with iPads and apps from everyday university life," reports a headmistress.

Life skills should be encouraged

Further findings from the survey of school management:

  • Different role of the teachers:

    87 percent of the school administrations expect from a future-oriented school that there will be more learning companions instead of »classic« teachers.

    Almost half state that the teachers at their school already act in this role.

  • More multi-professional teams:

    94 percent think their school would benefit from more collaboration with other professionals.

    In addition to the teachers, for example, school social workers, psychologists and special education teachers could take care of the children and young people.

    There is a need, among other things, for family challenges such as conflicts or insufficient support, learning difficulties, depression, pressure to perform and bullying.

  • Other topics in the classroom:

    schools should focus more on promoting skills that are a prerequisite for social participation.

    87 percent of the school administrations demand that democracy or political education should be given more weight in the classroom.

    For nine out of ten it is important that the student body is also involved in decisions about school design.

    93 percent would like more teaching content on digital education and maturity.

    Life skills should also be promoted more (97 percent).

    These include, in particular, resilience and self-efficacy.

  • More personal responsibility for school principals:

    In their daily work, principals often have to comply with guidelines from authorities and ministries.

    Many of them would like more opportunities to make decisions themselves, for example on issues such as personnel (86 percent), conceptual development (83 percent) and finances (73 percent).

  • More time for school development:

    The fields of activity of school administrations are diverse, school development is often neglected.

    60 percent spend more than ten hours a week on administrative tasks, but 64 percent can only spend three hours a week on concept work.

    Here, too, the shortage of teachers is noticeable: 94 percent say that they need more staff to tackle key issues in school development.

"The school administrations have surprisingly concrete proposals for solutions on how to deal with the current challenges," says educational researcher Hurrelmann about the results of the survey.

His advice: »Germany should listen carefully to its school administrations.«

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Source: spiegel

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