Virtual Communities of Practice: Nurturing Teacher-coordinators’ Well-being Amidst Stress and Crisis

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 virtual 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 teachers in managerial roles, by exploring the subtle dynamics of a VCoP. The findings highlight the impact of these communities 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 educators to diverse challenges.