Leadership response to COVID-19: a comparative analysis of the education sector in USA and India

Teachers' TPACK during the Covid-19 crisis: an ecological perspective on Arab and Jewish teachers in Israel

“…The finding described here can be explained by the fact that TLS motivates subordinates to action by using five emotional channels of communication: charisma, personal consideration, intellectual stimulation and interpersonal motivation (Bass and Avolio, 1997; McCombs and Williams, 2021). TLS principals set a personal example, take care to empower others and to cooperate at a distance while using effective open communication digitally in order to ensure productive results for all (Banerjee-Batist et al ., 2022; Harris and Jones, 2020; McCombs and Williams, 2021). Using TLS, principals were able to build digital literacy in teachers and staff and ensured technological training (Baroudi, 2022; Huang and Teo, 2020).…”

“…From a theoretical perspective, using TLS can contribute to the improvement of teachers’ TPACK during Covid-19 (Mishra et al ., 2020; Chen and Fan, 2022). During the pandemic, TLS principals set a personal example, took care to empower others and to cooperate even at a distance while using effective communication in order to ensure productive results for all (Banerjee-Batist et al ., 2022; Harris and Jones, 2020). Thus too, TLS principals were able to guide the digital transformation in their schools and stimulate their staff's intellect by building their technological competence and digital literacy and ensuring that they received technological training needed for the success of the OT (Baroudi, 2022; Huang and Teo, 2020).…”

Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID-19 Era: A Systematic Literature Review

“…Following school principals' accounts in [94], the detection of the early signals of the health crisis enabled the adequate planning and better preparation of their school community by ascertaining the availability of digital devices for all students, organizing staff professional learning and having trial online learning days. Additional evidence provided by [101] reveals the extent to which school leaders' decision-making behaviors in different educational contexts and the ability to effectively communicate their decisions to acquire the commitment and trust of stakeholders in the school community were predominantly determined by their sensemaking capacity to properly interpret the inconsistencies and complexities posed by alternating policies. In [102], the effective utilization of organizational sensemaking involving interpretation of the environment in and through interactions with school members allowed school leaders to comprehend the world and act collectively and exhibit 'nimbleness in leadership' during COVID-19's turbulent times [103] by being able to recognize and effectively respond to multiple urgent situations without significant input from others and to radically adapt to current organizational models and routines via the proper utilization of appropriate crisis coping strategies [104].…”

“…Leading with creativity and care has also been identified by [117] as a valuable leader quality with a critical role especially in the preparation for schools' transition to online digital learning. Following [101], school principals' resourcefulness and a risk-taking approach largely determined their efforts to (i) sustain and overcome the challenges of remote online learning via a mix of offline and online platforms to tackle effectively the digital divide and the use of innovative teaching and retention strategies (e.g., the use of e-resource group in preparing offline learning materials) and (ii) protect students and staff against the chaos and complexity of external stakeholders via the provision of meals and other social services. Aside from organizational vision and a belief in the core values of connectivity, collective wisdom, collaboration, adaptability and risk-taking already mentioned above, showing empathy for students and families has also prominently featured as a key school crisis leadership trait in [118] underscoring the importance of emotional leadership as evidenced in principals' efforts to attend and resolve educators' and families' social, emotional, and mental health concerns throughout the pandemic crisis.…”

“…Constant communication among staff members also contributed towards organizational capacity-building via the formation of emergency response teams, i.e., a Crisis Management Meeting enabling school managers to make decisions and convey information smoothly and a Project Team that accorded all local teachers with the opportunity of engaging in the process of decision-making, aiding the school staff work in unity and surmounting the pandemic's challenging circumstances [89]. Persuasive communication between experts in the school crisis management teams also enabled leaders to effectively convey important COVID-19 related issues to the stakeholders and proactively engage them to identify interventions on a strategic level [101]. The use of feedback loops to gather, process and operationalize information from multiple stakeholders (internal and external) was also perceived critical by school leaders in the development of their decision-making process in the lockdown period [122].…”