Crisis leadership: Leading schools in a global pandemic

Schechter, Chen; Da’as, Rima’a; Qadach, Mowafaq

doi:10.1177/08920206221084050

Cited by 33 publications

(35 citation statements)

References 43 publications

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“…Lastly, caring for and supporting the needs of school stakeholders during the pandemic (Goswick et al , 2018); promoting collaboration among school stakeholders (LaRoe and Corrales, 2019); distributing duties and responsibilities (Harris and Jones, 2020) and using communication networks effectively enabled principals' to achieve crisis leadership (LaRoe and Corrales, 2019). These features are reminiscent of the directive described in the “pandemic crisis leadership guide” (Schechter et al , 2022). In addition, the findings revealed that the personality traits, leadership experiences and decision-making skills of the principals contributed to their success in crisis leadership (Bishop et al , 2015; Goswick et al , 2018).…”

Section: Discussionmentioning

confidence: 98%

Stressors faced by principals, ways of coping with stress and leadership experiences during the COVID -19 pandemic

Arastaman

Çetinkaya²

2022

IJEM

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PurposeThe aim of this study is to better understand how principals in Turkey perceive and navigate overwhelming stress and to identify leadership practices that enable coping with stress during the COVID-19 pandemic.Design/methodology/approachA qualitative case study was used to gain an in-depth understanding of the stress factors, coping strategies and leadership experiences that the principals faced during the pandemic through semi-structured interviews with 12 school principals.FindingsThe results of the research showed that the stressors perceived by the principals were reflected in their leadership practices. The leadership practices of the principals in this period were interpreted as their reactions to perceived stressors. In addition, ensuring the self-care and well-being of principals has been evaluated as a prerequisite for successful crisis leadership. Leadership practices that are effective in achieving crisis leadership in the context of the pandemic are explained.Practical implicationsImplications were made for the development of a comprehensive theory of crisis leadership that focuses on the well-being of school leaders and the development of leadership skills. Further empirical research on how leadership is achieved in different types of crises is recommended.Originality/valueOur research contributes to the existing knowledge and school leaders about how crisis leadership is achieved by revealing the complexity and multidimensional structure of school leadership in the context of the pandemic.

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Section: Discussionmentioning

confidence: 98%

Stressors faced by principals, ways of coping with stress and leadership experiences during the COVID -19 pandemic

Arastaman

Çetinkaya²

2022

IJEM

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“…Because the transitioning to the virtual environment has largely changed principals’ roles and leadership practices during the pandemic (Harris, 2020), many principals experienced a drop in their efficacy level in leadership in comparison to that prior to the pandemic (Westberry & Hornor, 2022). Further, collaborative action and effort became more critical in response to new challenges and crises (Schechter et al, 2022). Thus, the principal’s shifted perception of their self and collective efficacy beliefs might contribute to PCEs stronger association with compassion fatigue in comparison to PSE.…”

Section: Discussionmentioning

confidence: 99%

Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.

2023

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Guided by the social cognitive theory and job demands-resources model, we used multiple regression analyses to examine the concurrent and interactive influences of professional support and efficacy beliefs on compassion fatigue during COVID-19 among 231 school principals in California. Controlling for principals' individual-and school-level demographic factors, professional support and their district collective efficacy (but not self-efficacy) were significantly and negatively associated with compassion fatigue. The negative association between professional support and compassion fatigue was moderated by both collective and self-efficacy. Professional support had a significantly negative association with compassion fatigue only among principals with both lower collective and self-efficacy beliefs. In addition, female principals reported significantly higher compassion fatigue than their male counterparts. Principals who oversee schools with larger student populations (i.e., 500-1,000 students) reported significantly less compassion fatigue than those who lead smaller schools (i.e., less than 200 students). Findings highlighted the importance of promoting principals' efficacy beliefs and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently. Practical implications for school psychologists' capacity to support school leaders' compassion fatigue are discussed. Impact and ImplicationsThis is one of the first empirical studies examining the concurrent and interactive influences of efficacy beliefs and professional support on principals' compassion fatigue during the COVID-19 pandemic. Findings highlighted the importance of promoting principals' sense of self-and collective efficacy and increasing professional support to address their compassion fatigue. Findings also indicated that professional support and efficacy beliefs interact with each other in a compensatory way to influence the principal's compassion fatigue concurrently.

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“…To lead during a pandemic, principals have to balance the preservation of the school's existing capabilities with the innovation/development needed to cope with the new challenges posed by the crisis. Preservation refers to utilizing concurrent capacities and known operating patterns “to maintain stability and familiarity in times of stressful change” ( Schechter et al., 2022 ). Innovation, improvement, and development refer to thinking beyond the normal courses of action, obtaining new information from external sources, and adopting novel approaches (Schechter et al, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Crisis leadership: Principals’ metaphors during COVID-19

Da’as¹,

Qadach²,

Schechter³

2023

Educational Management Administration & Leadership

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The roles of school principals changed during the Covid-19 pandemic, alongside all changes in the school system and society. Exploring the metaphors they used, the current qualitative research is an exploration of 42 Israeli Arab and Jewish middle-school principals’ interpretations of their leadership role in the time of crisis. Analysis of semistructured interviews yielded three themes: the organizational role, the professional role, and the emotional role. The metaphors expressed the principals’ perceptions of what was required from them during the pandemic. Metaphors can simplify complexities and break down that which is abstract and incomprehensible into understandable images, thus illuminating school principals’ reflection on their role during the pandemic crisis. This study expands the currently limited knowledge on how principals interpret their role during crisis times and provides implications and further research avenues.

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Crisis leadership: Leading schools in a global pandemic

Cited by 33 publications

References 43 publications

Stressors faced by principals, ways of coping with stress and leadership experiences during the COVID -19 pandemic

Stressors faced by principals, ways of coping with stress and leadership experiences during the COVID -19 pandemic

Professional support, efficacy beliefs, and compassion fatigue in principals during the COVID-19 pandemic.

Crisis leadership: Principals’ metaphors during COVID-19

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