Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers

Authors

  • Dr L. Yorke University of Cambridge, United Kingdom
  • Prof P. Rose University of Cambridge, United Kingdom
  • Prof T. Woldehanna Addis Ababa University, Ethiopia
  • Dr B.H. Hailu Addis Ababa University, Ethiopia

DOI:

https://doi.org/10.18820/2519593X/pie.v39.i1.12

Keywords:

COVID-19, Primary schools, Equity, School principals, Teachers, Ethiopia

Abstract

Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups.

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Published

2021-03-12

How to Cite

Yorke, L., Rose, P. ., Woldehanna, T., & Hagos, B. (2021). Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers. Perspectives in Education, 39(1), 189-206. https://doi.org/10.18820/2519593X/pie.v39.i1.12