Communications in Humanities Research ISSN: 2753-7072
Home> Volumes> Volume CHR Vol.46> Article
Research Article

Functioning School Leadership During COVID-19

Yanan LiUniversity of Melbourne*

* Corresponding author: [email protected]

Abstract

The current global pandemic has created an extraordinary and unprecedented opportunity for educational authorities to initiate significant reforms in the operating protocols of schools as a necessary response to the challenges posed by the COVID-19 crisis. The abrupt shift from traditional, in-person classroom instruction to remote and online learning environments has highlighted the need for swift action and thorough preparedness, requiring educational systems to adapt rapidly to new teaching methods and technologies. The long-lasting impact of the COVID-19 pandemic has introduced additional challenges for school leadership, emphasizing the urgent need for change and adaptation during this ongoing global health emergency. The critical role of academic leadership has become increasingly important, as leaders are now tasked with addressing complex issues and ensuring that education continues to be delivered effectively despite the disruptions caused by the pandemic. This study conducts a comprehensive analysis of the current literature on the effects of school leadership during the COVID-19 pandemic. It aims to identify significant trends, advancements, and insights regarding academic leadership practices and their impact on school communities during the pandemic. Practical guidelines and views are offered for immediate use and future research areas.

Keywords: Academic Leadership; COVID-19 Crisis Management; Collaborative Networks
Published: September 10, 2024
DOI: 10.54254/2753-7064/46/20242248
Volume: CHR Vol.46
pp. 168-172
Download PDF

References

  1. Smith, L., & Riley, D. (2012). School leadership in times of crisis. School Leadership and Management, 32(1), 57–71.
  2. Moos, L. (2013). Comparing Educational Leadership Research. Leadership and Policy in Schools, 12(3), 282–299.
  3. Harris, A., & Jones, M. (2020). COVID 19–school leadership in disruptive times. School Leadership and Management, 40(4), 243–247.
  4. Woods, P. A., Roberts, A., Jarvis, J., & Culshaw, S. (2021). Autonomy, leadership and leadership development in England’s school system. School Leadership and Management, 41(1–2), 73–92.
  5. Day, C., Gu, Q., & Sammons, P. (2016). The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational Administration Quarterly, 52(2), 221–258.
  6. Antonopoulou, H., Halkiopoulos, C., Barlou, O., & Beligiannis, G. N. (2021). Transformational leadership and digital skills in higher education institutes: during the COVID-19 pandemic. Emerging science journal, 5(1), 1-15.
  7. Sahlin, S. (2023). Teachers Making Sense of Principals’ Leadership in Collaboration Within and Beyond School. Scandinavian Journal of Educational Research, 67(5), 754–774.
  8. Constantia, C., Christos, P., Glykeria, R., Anastasia, A.-R., & Aikaterini, V. (2023). The Impact of COVID-19 on the Educational Process: The Role of the School Principal. Journal of Education (Boston, Mass.), 203(3), 566–573.
  9. Hassan, A., Gallear, D., & Sivarajah, U. (2018). Critical factors affecting leadership: a higher education context. Transforming Government: People, Process and Policy, 12(1), 110–130.
  10. Cowen, S. (2020, April 3). How to Lead in a Crisis: Advice from my time as president of Tulane University during Hurricane Katrina. The Chronicle of Higher Education, 66(26), 40.
  11. Fernandez, A. A., & Shaw, G. P. (2020). Academic Leadership in a Time of Crisis: The Coronavirus and COVID‐19. Journal of Leadership Studies, 14(1), 39–45.
  12. Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5–22.
  13. Tan, C. Y., Gao, L., & Shi, M. (2022). Second-order meta-analysis synthesizing the evidence on associations between school leadership and different school outcomes. Educational Management Administration and Leadership, 50(3), 469–490.
  14. Thelin, K. (2020). Principal Turnover: When is it a Problem and for Whom? Mapping Out Variations Within the Swedish Case. Research in Educational Administration and Leadership, 5(2), 417–452.
  15. Odegard-Koester, M. A. (2020). The Intersectionality of Mindful Leadership: Promoting Wellness in a Budget Cutting Environment. Psychologist-Manager Journal (American Psychological Association), 23(3/4), 177–193.
  16. Mezirow, J. (2003). Transformative Learning as Discourse. Journal of Transformative Education, 1(1), 58–63.
  17. Berjaoui, R. R., & Karami-Akkary, R. (2020). Distributed Leadership as a Path to Organizational Commitment: The Case of a Lebanese School. Leadership and Policy in Schools, 19(4), 610–624.
  18. Kezar, A., Holcombe, E., Harper, J., & Ueda, N. (2023). Culture Change Requires Personal and Organizational Changes: Lessons from the Shared Equity Leadership Model. Change: The Magazine of Higher Learning, 55(1), 39–46.
  19. Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186–194.
  20. Kerrissey, M. J., & Edmondson, A. C. (2020). What Good Leadership Looks Like During This Pandemic. Harvard Business Review Digital Articles, 2–7.