The Impact of COVID-19 on Educational Leader Wellbeing

Burke, Jolanta; Dempsey, Majella

doi:10.4018/978-1-7998-8630-3.ch012

Cited by 1 publication

(1 citation statement)

References 32 publications

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“…In terms of pedagogical considerations, it can be argued that principals have traditionally served as boundary spanners for their school communities (Shaked and Benoliel, 2022). But in 2020, they also assumed a new responsibility: guiding their school community through the confusing web of health and safety regulations that the media, the Internet and official government communications were spewing out (Burke and Dempsey, 2022). Principals engaged in the creation of contracts with Wi-Fi vendors and the management of community donations of technical devices for their students.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Smart collaborative ecosystem: leading complex school systems

Benoliel

Schechter

2023

JEA

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PurposeThe need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals.Design/methodology/approachDrawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields.FindingsAchieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems.Originality/valueBy integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed.

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Section: Conceptual Frameworkmentioning

confidence: 99%