A Call for Rethinking Schooling and Leadership in the Time of COVID-19

Rincones, Rodolfo; Peña, Isela; Canaba, Karina Chantal

doi:10.3389/feduc.2020.618075

Cited by 7 publications

(4 citation statements)

References 10 publications

(10 reference statements)

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“…Home-school partnerships developed overnight allowed teachers and parents to become co-partners in providing a remote learning platform through their homes (Gurr, 2020; Gurr and Drysdale, 2020). For some schools, the infrastructure at school needed to be immediately upgraded to deliver this kind of learning, in other schools, parents struggled with not having sufficient devices, wi-fi or the technical know-how to help their children learn online (Rincones et al ., 2021). As one principal described, “The school has made a huge leap because technologically we weren't advanced as a school.…”

Section: Theoretical Discussion Of Findingsmentioning

confidence: 99%

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

Fernandes

Wong²,

Noonan³

2023

IJEM

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PurposeDuring the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.Design/methodology/approachThe study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.FindingsThe findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.Originality/valueThis study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.

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Section: Theoretical Discussion Of Findingsmentioning

confidence: 99%

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

Fernandes

Wong²,

Noonan³

2023

IJEM

View full text Add to dashboard Cite

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“…Finally, in light of these findings, it needs to be discussed whether and how traditional school improvement and school effectiveness research needs to adapt to reflect the adaptive challenges represented by the pandemic. Prior research has indicated, for example, that COVID-19 has created an unprecedented crisis with numerous and ongoing challenges to educational systems around the world (Rincones et al, 2021). These challenges required both adaptive and contingent leadership, including targeted responses to the social, emotional, mental health and academic needs of students and school staff (e.g., Moss et al, 2020;Cordeiro et al, 2021;Greany et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Schools’ improvement capacity and responses to the COVID-19 pandemic: Evidence from schools serving disadvantaged communities

Beckmann

Kötter-Mathes²,

Klein³

et al. 2022

Front. Educ.

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The goal of this paper is to analyze the relationship between six different dimensions of school improvement capacity (SIC) and schools’ efforts to sustain teaching and learning as well as student well-being during the first lockdown in the context of the COVID-19 pandemic. Based on data from 13 qualitative interviews with principals and data from a standardized teacher survey at schools serving disadvantaged communities in North Rhine-Westphalia, Germany (N = 385 teachers), we assessed (1) the schools’ level of SIC shortly before the lockdown, (2) their reported response to the lockdown with regard to sustaining student learning and well-being, and (3) similarities between the schools in terms of the combination of the level of SIC and the reported effort to address the challenges of distance learning. Our results suggest that two major groups of schools can be distinguished in terms of level of SIC. Furthermore, we identified a range of thematic clusters related to how schools acted during distance learning, each of which can be assigned to one or more dimensions of SIC. Finally, we identified four patterns, referring to different combinations of SIC and the schools’ reported actions. The results indicate that schools with a higher initial SIC were more able to find flexible and pragmatic solutions in order to sustain student learning and well-being during distance learning. Our findings stress the importance of school improvement activities at schools serving disadvantaged communities in dealing with sudden challenges for teaching and learning, such as those encountered during COVID-19.

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“…School infrastructures such as the internet connection, computers, and other teaching devices had become one of the biggest challenges during the pandemic crisis (Rincones et al, 2021). To most participants, the poor Internet connection became one of the most significant challenges when working during the pandemic crisis.…”

Section: School Infrastructurementioning

confidence: 99%

Leadership Agility of Indonesian School Leaders During a Crisis: A Grounded Theory Approach

Quezada Castro,

Pramono

et al. 2024

JESR

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This study investigated how school leaders engaged in agility practices during crisis. The study outcome is hoped to help generate an in-depth understanding, rich description, and new proposition of leadership agility in school leaders. Using grounded theory approach, this study presents findings from semi-structured interviews with 28 participants. By using the qualitative software tool NVivo 12, the study builds on theme constructs of resources readiness, crisis strains, leaders’ agile capabilities, and crisis solutions. Key findings elaborated from the themes include the staff digital competence, school infrastructure, learning loss, lack of personal connection, leaders’ agile capabilities, support of school community, and school leaders’ ability to build the culture of collaboration during crisis. The findings presented deeper insights on how the school leaders led their organizations during a crisis and how their agile capabilities which are represented by their ability to adapt, being flexible, active learner, being a role model, and having future – oriented mindset is crucial for use during periods of novel crisis in schools. The identification of how the agile school leaders led their schools during a crisis could help fill the existing gaps in agile school leadership under the context of COVID-19. Received: 8 September 2023 / Accepted: 20 December 2023 / Published: 5 January 2024

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A Call for Rethinking Schooling and Leadership in the Time of COVID-19

Cited by 7 publications

References 10 publications

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

Developing adaptability and agility in leadership amidst the COVID-19 crisis: experiences of early-career school principals

Schools’ improvement capacity and responses to the COVID-19 pandemic: Evidence from schools serving disadvantaged communities

Leadership Agility of Indonesian School Leaders During a Crisis: A Grounded Theory Approach

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