Abstract:Hallinger (2018) contends that context has been treated as a 'given' in reviews of research and remains in the shadows of leadership. At the same time, Lee and Hallinger (2012) have described an emerging area of study focusing on the impact of organizational contexts. Several scholars in the field of educational leadership have gone as far as to say that context is causal. However, a recent review of empirical research by Leithwood, Harris, and Hopkins (2019) claimed that the ways in which leaders apply basic … Show more
“…Effective leaders have to constantly work with and expand their personal qualities and transfer these into leadership praxis (Leithwood et al, 2020). Their success in fulfilling their remit is highly context-dependent (Hallinger, 2018;Eacott, 2019;Hoogsteen, 2020). Yu et al, (2002) draw attention to the key advantages of transformational leadership as promoting development of employees, ensuring personal commitment to organisational goals and building positive relationship between the leaders and the led.…”
Section: Principal Transformational Leadershipmentioning
This mixed method pilot study aimed to elicit the impact of COVID-19 on Faroese compulsory school teachers as professionals and people in 2020-21. The objectives were to understand teacher and teaching challenges during the pandemic, positive and negative experiences, teacher evaluation of the efficiency and effectiveness of the crisis leadership of their school leaders, identify concerns with ‘learning loss’ and explore any evidence of organisational learning for schools. The findings reveal that teacher challenges included lack of digital competence, coping with the change in the teaching-learning environment, the difficulty in adapting to Information Communication Technology (ICT), reduced teacher self-efficacy and emotional stress. It revealed the tremendous concern teachers have for their students’ learning outcomes and well-being. Teacher evaluation of their leaders is fairly positive. It is not very clear if organisational learning has resulted from the COVID-19 crisis and been anchored to provide a basis for tackling future crises. This may be significant in providing school staff resilience to cope with any future change in the external environment and the resultant consequences for leadership, teachers and students.
“…Effective leaders have to constantly work with and expand their personal qualities and transfer these into leadership praxis (Leithwood et al, 2020). Their success in fulfilling their remit is highly context-dependent (Hallinger, 2018;Eacott, 2019;Hoogsteen, 2020). Yu et al, (2002) draw attention to the key advantages of transformational leadership as promoting development of employees, ensuring personal commitment to organisational goals and building positive relationship between the leaders and the led.…”
Section: Principal Transformational Leadershipmentioning
This mixed method pilot study aimed to elicit the impact of COVID-19 on Faroese compulsory school teachers as professionals and people in 2020-21. The objectives were to understand teacher and teaching challenges during the pandemic, positive and negative experiences, teacher evaluation of the efficiency and effectiveness of the crisis leadership of their school leaders, identify concerns with ‘learning loss’ and explore any evidence of organisational learning for schools. The findings reveal that teacher challenges included lack of digital competence, coping with the change in the teaching-learning environment, the difficulty in adapting to Information Communication Technology (ICT), reduced teacher self-efficacy and emotional stress. It revealed the tremendous concern teachers have for their students’ learning outcomes and well-being. Teacher evaluation of their leaders is fairly positive. It is not very clear if organisational learning has resulted from the COVID-19 crisis and been anchored to provide a basis for tackling future crises. This may be significant in providing school staff resilience to cope with any future change in the external environment and the resultant consequences for leadership, teachers and students.
“…Effective leaders have to constantly work with and expand their personal qualities and transfer these into leadership praxis (Leithwood et al, 2020). Their success in fulfilling their remit is highly context-dependent (Hallinger, 2018;Eacott, 2019;Hoogsteen, 2020). Yu et al, (2002) draw attention to the key advantages of transformational leadership as promoting development of employees, ensuring personal commitment to organisational goals and building positive relationship between the leaders and the led.…”
Section: Principal Transformational Leadershipmentioning
This mixed method pilot study aimed to elicit the impact of COVID-19 on Faroese compulsory school teachers as professionals and people in 2020-21. The objectives were to understand teacher and teaching challenges during the pandemic, positive and negative experiences, teacher evaluation of the efficiency and effectiveness of the crisis leadership of their school leaders, identify concerns with ‘learning loss’ and explore any evidence of organisational learning for schools. The findings reveal that teacher challenges included lack of digital competence, coping with the change in the teaching-learning environment, the difficulty in adapting to Information Communication Technology (ICT), reduced teacher self-efficacy and emotional stress. It revealed the tremendous concern teachers have for their students’ learning outcomes and well-being. Teacher evaluation of their leaders is fairly positive. It is not very clear if organisational learning has resulted from the COVID-19 crisis and been anchored to provide a basis for tackling future crises. This may be significant in providing school staff resilience to cope with any future change in the external environment and the resultant consequences for leadership, teachers and students.
“…Apart from these PLRs, successful leadership exercised by school principals greatly depends on the context ( Hallinger, 2018 ; Eacott, 2019 ; Hoogsteen, 2020 ). Therefore, the degree of development of the PLRs is determined by the educational institution, environment, and place in which the institution is located, as shown in Figure 1 .…”
Section: Personal Leadership Resources (Plrs) In Times Of Crisismentioning
confidence: 99%
“… Figure 1 Model of the influence of context on the leadership typology exercised by principals. Source: Adapted from Hallinger (2018 : 17), Harris, Leithwood & Hopkins (2019) and Hoogsteen (2020 : 25). …”
Section: Personal Leadership Resources (Plrs) In Times Of Crisismentioning
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
