המחנך כרב חובל המנווט את כיתתו באפקטיביות באמצעות המשו"ב – מערכת לניהול פדגוגי

Homeroom teachers constitute the backbone of educational practices in
schools. The intricacy of their role calls for the integration of a technological
facilitation- a Pedagogical Management System (PMS). This study examines
the role of a PMS called Mashov in effective homeroom management.
Qualitative data from ten semi-structured interviews was crosschecked with
quantitative figures of the activities done by participants in the system. The
findings reflect that the PMS empowers homeroom teachers by offering
diverse possibilities to lead classes and consequently increase effectiveness.
Participants emphasized its role in updated information flow, data-based
decision making, setting pedagogical goals, and enhancing communication
unlimited by time and space. The effective usage of the PMS is affected by
organizational culture and the extent to which it encourages effective usage
of the system. Although all the homeroom teachers confirm they have
extended the use of PMS over the years, the findings reflect a distribution
curve of implementation similar to the described by the Diffusion of
Innovation Model (Rogers, 2003). Implications for principals include a set up
of opportunities for peer modeling of PMS usage by "innovators" as well as
assistance to "laggards". And the establishment of a norm of sending
messages to relevant recipients only, aiming to reduce overload, and
communicate effectively.