Exploring the Mechanism Adopted by Schools to Deal with Disrupted Learning Challenges

Abstract

This study explores the mechanism adopted by schools to deal with disrupted learning challenges during unexpected closures. It took a particular focus on the mechanism of learning continuity during crisis by the head teachers and teachers of the public and the private secondary schools. An exploratory qualitative research design was adopted. Data were collected through semi-structured interviews and field notes from 36 participants, including 12 head teachers and 24 teachers from 12 public and private secondary schools in Sargodha district. The participants were chosen by using convenience sampling. The data collected were subjected to the manual thematic analysis to determine patterns and variation of responses by the participants. The results were that the schools tended to employ informal and reactive processes when dealing with disrupted learning. Communication through WhatsApp was the most common strategy that was reported as used in the process of keeping in touch with students with structured online learning systems being used infrequently. It was also revealed in the findings that formal crisis management policies, systematic assessment practices, teacher training and psychosocial support systems were lacking. The situation was more restrained in the public schools as they had fewer digital resources and the private schools were even slightly better digital prepared, but still, they lacked the well-structured crisis response systems. The study concludes that secondary schools require formal guidelines, improved digital infrastructure, professional training for teachers, and institutional crisis preparedness systems to ensure learning continuity during future disruptions.