{"title":"The heavy weight of COVID leadership: an analysis of one international school’s leadership during the pandemic","authors":"S. Pearce","doi":"10.1177/14752409231157635","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic has created unprecedented chaos all over the world, and schools and their leaders have not escaped its impacts. This article analyses the leadership actions of the team from one international school in reopening after mandated lockdown; it seeks to contribute to the discourse on school leadership during these unprecedented times and to share leadership lessons with those bearing the weight of responsibility of leadership during the pandemic. Using the lens of a framework drawn from the example of Prime Minister Jacinda Ardern’s leadership of New Zealand during the crisis, the actions of the school leaders are examined and linked to each of the good practices outlined. To connect this firmly to school leadership, the actions are categorised as either educational management or educational leadership, and then assessed to determine to what extent transactional and/or transformational leadership was appropriate to how the leaders responded to the various issues that arose during the events. From the analysis, I conclude that the actions of school leaders should fall under the guise of both leadership and management in order to successfully take a school through a period of uncertainty such as this, and should utilise both transformational and transactional leadership, dependent upon the circumstances with which they are faced.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409231157635","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The COVID-19 pandemic has created unprecedented chaos all over the world, and schools and their leaders have not escaped its impacts. This article analyses the leadership actions of the team from one international school in reopening after mandated lockdown; it seeks to contribute to the discourse on school leadership during these unprecedented times and to share leadership lessons with those bearing the weight of responsibility of leadership during the pandemic. Using the lens of a framework drawn from the example of Prime Minister Jacinda Ardern’s leadership of New Zealand during the crisis, the actions of the school leaders are examined and linked to each of the good practices outlined. To connect this firmly to school leadership, the actions are categorised as either educational management or educational leadership, and then assessed to determine to what extent transactional and/or transformational leadership was appropriate to how the leaders responded to the various issues that arose during the events. From the analysis, I conclude that the actions of school leaders should fall under the guise of both leadership and management in order to successfully take a school through a period of uncertainty such as this, and should utilise both transformational and transactional leadership, dependent upon the circumstances with which they are faced.
期刊介绍:
The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.