Pub Date : 2023-05-27DOI: 10.1080/13632434.2023.2235540
A. Harris, Michelle Jones
We are now many months on from the eye of the COVID 19 storm and schools, on the surface at least, look unchanged. It seems to be ‘business as usual’ yet things are far from normal or usual, as overwhelmingly the international evidence shows a crisis in the wellbeing and mental health of many children and young people (Saltzman, Hansel, and Bordnick 2020; Schwartz et al. 2021). In addition, persistent absence from school remains a worrying, ongoing trend in different countries (Elliot Major and Eyles 2022). COVID 19may be over, but its legacy continues. The complexity of the changes required during the pandemic placed a huge pressure upon all leaders. It is well documented that in times of rapid, chaotic change leaders try to recalibrate and re-centre by revisiting their core moral purpose (Fernandez and Shaw 2020). In times of change, leaders tend to ask:
现在距离COVID - 19风暴中心已经过去了好几个月，至少从表面上看，学校看起来没有变化。这似乎是“一切如常”，但事情远非正常或正常，因为绝大多数国际证据表明，许多儿童和年轻人的福祉和心理健康存在危机(Saltzman, Hansel, and Bordnick, 2020;Schwartz et al. 2021)。此外，在不同的国家，持续缺课仍然是一个令人担忧的持续趋势(Elliot Major和Eyles 2022)。COVID - 19可能已经过去，但它的遗产还在继续。大流行期间所需变革的复杂性给所有领导人带来了巨大压力。有充分的证据表明，在快速、混乱的变革时期，领导者试图通过重新审视他们的核心道德目标来重新校准和重新定位(Fernandez and Shaw 2020)。在变革时期，领导者往往会问:
{"title":"Compassionate leadership","authors":"A. Harris, Michelle Jones","doi":"10.1080/13632434.2023.2235540","DOIUrl":"https://doi.org/10.1080/13632434.2023.2235540","url":null,"abstract":"We are now many months on from the eye of the COVID 19 storm and schools, on the surface at least, look unchanged. It seems to be ‘business as usual’ yet things are far from normal or usual, as overwhelmingly the international evidence shows a crisis in the wellbeing and mental health of many children and young people (Saltzman, Hansel, and Bordnick 2020; Schwartz et al. 2021). In addition, persistent absence from school remains a worrying, ongoing trend in different countries (Elliot Major and Eyles 2022). COVID 19may be over, but its legacy continues. The complexity of the changes required during the pandemic placed a huge pressure upon all leaders. It is well documented that in times of rapid, chaotic change leaders try to recalibrate and re-centre by revisiting their core moral purpose (Fernandez and Shaw 2020). In times of change, leaders tend to ask:","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"43 1","pages":"185 - 188"},"PeriodicalIF":5.2,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86888545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-27DOI: 10.1080/13632434.2023.2215803
Kylie Lipscombe, Kellie Buckley-Walker, Sharon K Tindall-Ford
ABSTRACT There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for leading teacher teams and facilitating the communicative space so that collaboration leads to positive outcomes for teacher practice and student learning. However, there is a lack of conceptual understanding of the micro-processes middle leaders enact when facilitating teacher teams and how facilitation impacts new or different teaching and collaborative practices. Drawing on the theory of practice architecture, we interrogate data from interviews, observations, and artefacts in three case study schools in Australia, to understand facilitation through the modes of action (doings), forms of understandings (sayings), and ways in which participants relate to one another and the world (relatings). Analysis of data revealed middle leader facilitation is consequential to how teacher team operate and that six ecologies of facilitation practices are typically enacted by middle leaders: procedural management, regulating interactions, expert guidance, purposeful dialogue, decision-making, and social-emotional support.
{"title":"Middle leaders’ facilitation of teacher learning in collaborative teams","authors":"Kylie Lipscombe, Kellie Buckley-Walker, Sharon K Tindall-Ford","doi":"10.1080/13632434.2023.2215803","DOIUrl":"https://doi.org/10.1080/13632434.2023.2215803","url":null,"abstract":"ABSTRACT There is an increased focus on schools and school systems to develop teaching teams to improve school teaching and learning practices. As such, effectual school leadership has become synonymous with creating the conditions for teachers to work collaboratively to improve school teaching and learning. Middle leaders, teachers who are formally appointed to a leadership role, operate between senior leaders and teachers, are often responsible for leading teacher teams and facilitating the communicative space so that collaboration leads to positive outcomes for teacher practice and student learning. However, there is a lack of conceptual understanding of the micro-processes middle leaders enact when facilitating teacher teams and how facilitation impacts new or different teaching and collaborative practices. Drawing on the theory of practice architecture, we interrogate data from interviews, observations, and artefacts in three case study schools in Australia, to understand facilitation through the modes of action (doings), forms of understandings (sayings), and ways in which participants relate to one another and the world (relatings). Analysis of data revealed middle leader facilitation is consequential to how teacher team operate and that six ecologies of facilitation practices are typically enacted by middle leaders: procedural management, regulating interactions, expert guidance, purposeful dialogue, decision-making, and social-emotional support.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"80 1","pages":"301 - 321"},"PeriodicalIF":5.2,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83949426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-09DOI: 10.1080/13632434.2023.2179982
C. Vale, Anne Roche, Jill Cheeseman, A. Gervasoni, Sharyn Livy, A. Downton
ABSTRACT Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the practices of SMLs. Investigated in this study were the goals and activities of Victorian primary (elementary) and secondary SMLs and the alignment of their goals and activities. The most frequent goals focused on teams developing shared understandings and practices for improving learning and teaching. The activities of SMLs included a diverse range of activities inside and outside the classroom, irrespective of the leaders’ main goal. These findings have implications for the professional learning of SMLs and highlight the importance of leaders being provided with sufficient time to undertake leadership practices that align their leadership activities with their leadership goals.
{"title":"The practices of middle leaders of mathematics: alignment of their goals and activities","authors":"C. Vale, Anne Roche, Jill Cheeseman, A. Gervasoni, Sharyn Livy, A. Downton","doi":"10.1080/13632434.2023.2179982","DOIUrl":"https://doi.org/10.1080/13632434.2023.2179982","url":null,"abstract":"ABSTRACT Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the practices of SMLs. Investigated in this study were the goals and activities of Victorian primary (elementary) and secondary SMLs and the alignment of their goals and activities. The most frequent goals focused on teams developing shared understandings and practices for improving learning and teaching. The activities of SMLs included a diverse range of activities inside and outside the classroom, irrespective of the leaders’ main goal. These findings have implications for the professional learning of SMLs and highlight the importance of leaders being provided with sufficient time to undertake leadership practices that align their leadership activities with their leadership goals.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"18 1","pages":"238 - 260"},"PeriodicalIF":5.2,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74708100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-18DOI: 10.1080/13632434.2023.2186847
B. Bantwini, Pontso Moorosi
ABSTRACT In this article, we examine the tension between external educational accountability demands and other [political] forces of interest and possible ways to ensure that schools can still succeed in performing their daily duties and achieving educational goals. We draw from interviews undertaken with school principals in South Africa. Our analysis suggests that the current education accountabilities in South Africa, as a constitutional prescript are not out of place with the rest of the world. However, the approach to these accountability reforms is questionable, riddled with political interference and has mostly led to compliancy at the schools’ own peril. We conclude that education reforms must be accompanied by strong legal accountability, that is balanced with the capacity to improve and better the system that would yield desired results.
{"title":"Caught between educational accountability reforms, compliancy and political interference: perspectives of school principals in South Africa","authors":"B. Bantwini, Pontso Moorosi","doi":"10.1080/13632434.2023.2186847","DOIUrl":"https://doi.org/10.1080/13632434.2023.2186847","url":null,"abstract":"ABSTRACT In this article, we examine the tension between external educational accountability demands and other [political] forces of interest and possible ways to ensure that schools can still succeed in performing their daily duties and achieving educational goals. We draw from interviews undertaken with school principals in South Africa. Our analysis suggests that the current education accountabilities in South Africa, as a constitutional prescript are not out of place with the rest of the world. However, the approach to these accountability reforms is questionable, riddled with political interference and has mostly led to compliancy at the schools’ own peril. We conclude that education reforms must be accompanied by strong legal accountability, that is balanced with the capacity to improve and better the system that would yield desired results.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"66 1","pages":"261 - 283"},"PeriodicalIF":5.2,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74820956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/13632434.2023.2217499
P. Campbell, E. D. Klein, Rania Sawalhi
Leadership in times of disruption has garnered attention in recent years as a consequence of the COVID-19 pandemic. However, prior to the pandemic, constitutional uncertainty, forced migration, climate emergency, and the challenges of a post-truth era were some aspects of the complexities societies were facing, and education systems were tasked with responding to Campbell (2020). While perhaps changing in nature and form, these challenges persist, and education and the work of schools remain at the forefront of how societies respond in times of disruption and uncertainty. The purpose of this special issue guest edited by the Educational Leadership Network leaders (ELN) of the International Congress for School Effectiveness and Improvement (ICSEI) has been to highlight and illustrate not only the complex demands and roles of leadership in schools and education systems, but to explore how leaders at various levels of education systems make sense of the challenges they face, and the role of leadership learning in this prior to, during, and after periods of disruption and uncertainty. This is framed through the important considerations of the varied characteristics that guide how we understand leaders and their leadership practice based on who they are as individuals, their schools, communities, and broader systemic and institutional contexts.
{"title":"Leading in times of disruption – preparedness, problems, and possibilities (Part 1)","authors":"P. Campbell, E. D. Klein, Rania Sawalhi","doi":"10.1080/13632434.2023.2217499","DOIUrl":"https://doi.org/10.1080/13632434.2023.2217499","url":null,"abstract":"Leadership in times of disruption has garnered attention in recent years as a consequence of the COVID-19 pandemic. However, prior to the pandemic, constitutional uncertainty, forced migration, climate emergency, and the challenges of a post-truth era were some aspects of the complexities societies were facing, and education systems were tasked with responding to Campbell (2020). While perhaps changing in nature and form, these challenges persist, and education and the work of schools remain at the forefront of how societies respond in times of disruption and uncertainty. The purpose of this special issue guest edited by the Educational Leadership Network leaders (ELN) of the International Congress for School Effectiveness and Improvement (ICSEI) has been to highlight and illustrate not only the complex demands and roles of leadership in schools and education systems, but to explore how leaders at various levels of education systems make sense of the challenges they face, and the role of leadership learning in this prior to, during, and after periods of disruption and uncertainty. This is framed through the important considerations of the varied characteristics that guide how we understand leaders and their leadership practice based on who they are as individuals, their schools, communities, and broader systemic and institutional contexts.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"25 1","pages":"99 - 103"},"PeriodicalIF":5.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75765509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/13632434.2023.2187773
Cecilia Azorín, F. Javier Murillo
ABSTRACT This article is a tribute to Kadir Beycioglu, a Turkish academic who passed away prematurely in August 2021 due to a terrible illness. His death was met with a deep shock and great sadness by all who knew him. The different sections of this article summarise his influential work in the field of educational leadership and social justice and invite the reader to take a brief journey through his relentless struggle to improve the rights of children and youth, both in his home country and abroad. The text discusses the pillars underpinning social justice and the steps to be taken for its implementation in schools. The article relies on the principle that every child’s dream matters, emphasising the need to eradicate the scourge of segregation and exclusion from schools to which Kadir so often referred in his work. The conclusion reflects on the evolution that social justice leadership has taken so far and looks to the future by considering the emergence of networking as a useful ally at the service of education for social justice, which is making a true difference on the road to a more socially just school.
{"title":"Social justice leadership: a tribute to Kadir Beycioglu","authors":"Cecilia Azorín, F. Javier Murillo","doi":"10.1080/13632434.2023.2187773","DOIUrl":"https://doi.org/10.1080/13632434.2023.2187773","url":null,"abstract":"ABSTRACT This article is a tribute to Kadir Beycioglu, a Turkish academic who passed away prematurely in August 2021 due to a terrible illness. His death was met with a deep shock and great sadness by all who knew him. The different sections of this article summarise his influential work in the field of educational leadership and social justice and invite the reader to take a brief journey through his relentless struggle to improve the rights of children and youth, both in his home country and abroad. The text discusses the pillars underpinning social justice and the steps to be taken for its implementation in schools. The article relies on the principle that every child’s dream matters, emphasising the need to eradicate the scourge of segregation and exclusion from schools to which Kadir so often referred in his work. The conclusion reflects on the evolution that social justice leadership has taken so far and looks to the future by considering the emergence of networking as a useful ally at the service of education for social justice, which is making a true difference on the road to a more socially just school.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"21 1","pages":"284 - 300"},"PeriodicalIF":5.2,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78027683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/13632434.2023.2176483
Pedro Henrique de Oliveira, Marco Antonio Catussi Paschoalotto, F. Santos, Thales Botelho De Sousa, M. S. Nagano
ABSTRACT The purpose of this paper was to verify the use of organisational culture and strategic management in the public sector, specifically in school management. To do this, a systematic literature was used. As a result, we presented a survey of the papers on the state of the art of the subject and analysed the heterogeneity of the returned papers. In addition, we analysed 348 papers presenting the search strings on the Web of Science and Scopus, the increase in the theme in recent years, the number of authors, the countries of the researchers, the research approaches, and the word cloud of returned themes. We also made a preliminary bibliometric analysis. We concluded the importance of a systematic review to point out a research gap and provided a systematic review protocol for the area and related research.
本文的目的是验证组织文化和战略管理在公共部门，特别是在学校管理中的应用。为了做到这一点，使用了系统的文献。因此，我们提出了一项关于该学科现状的论文调查，并分析了退回论文的异质性。此外，我们还分析了Web of Science和Scopus上的348篇论文的检索字符串、近年来主题的增加情况、作者数量、研究人员所在国家、研究方法以及返回主题的词云。我们还做了初步的文献计量分析。我们总结了系统评价对指出研究空白的重要性，并为该领域及相关研究提供了系统评价方案。
{"title":"Systematic literature review on organisational culture and strategic management in the public sector and school management","authors":"Pedro Henrique de Oliveira, Marco Antonio Catussi Paschoalotto, F. Santos, Thales Botelho De Sousa, M. S. Nagano","doi":"10.1080/13632434.2023.2176483","DOIUrl":"https://doi.org/10.1080/13632434.2023.2176483","url":null,"abstract":"ABSTRACT The purpose of this paper was to verify the use of organisational culture and strategic management in the public sector, specifically in school management. To do this, a systematic literature was used. As a result, we presented a survey of the papers on the state of the art of the subject and analysed the heterogeneity of the returned papers. In addition, we analysed 348 papers presenting the search strings on the Web of Science and Scopus, the increase in the theme in recent years, the number of authors, the countries of the researchers, the research approaches, and the word cloud of returned themes. We also made a preliminary bibliometric analysis. We concluded the importance of a systematic review to point out a research gap and provided a systematic review protocol for the area and related research.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"14 1","pages":"210 - 237"},"PeriodicalIF":5.2,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90460113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-19DOI: 10.1080/13632434.2023.2176482
Lucy Bailey, M. Gibson
ABSTRACT Although various aspects of school leadership during the Covid-19 pandemic have been addressed in the emerging literature, there is a dearth of studies focusing on the effects of the major assessment changes that took place during this period. This article reports on a study of three case-study schools in England, analysing leaders’ experiences of leading high-stakes assessments. The data suggested that assessment changes during the pandemic impacted several aspects of leadership, especially professional autonomy, moral leadership, the purposes of assessment, managing motivation, and the relationship between assessment and other leadership priorities. None of the leaders wished to retain that approach to assessment, and each argued that these assessment practices had a negative impact on themselves and/or other school leaders they knew. The authors suggest the context of neoliberal and structural reform created a unique political and educational crisis in England. This small-scale study is indicative of the major impact of these revised assessment practices, and the paper suggests that further research is needed to explore the longer-term impact on leaders and their schools.
{"title":"School leaders’ experiences of high-stakes assessments during the Covid-19 pandemic in England","authors":"Lucy Bailey, M. Gibson","doi":"10.1080/13632434.2023.2176482","DOIUrl":"https://doi.org/10.1080/13632434.2023.2176482","url":null,"abstract":"ABSTRACT Although various aspects of school leadership during the Covid-19 pandemic have been addressed in the emerging literature, there is a dearth of studies focusing on the effects of the major assessment changes that took place during this period. This article reports on a study of three case-study schools in England, analysing leaders’ experiences of leading high-stakes assessments. The data suggested that assessment changes during the pandemic impacted several aspects of leadership, especially professional autonomy, moral leadership, the purposes of assessment, managing motivation, and the relationship between assessment and other leadership priorities. None of the leaders wished to retain that approach to assessment, and each argued that these assessment practices had a negative impact on themselves and/or other school leaders they knew. The authors suggest the context of neoliberal and structural reform created a unique political and educational crisis in England. This small-scale study is indicative of the major impact of these revised assessment practices, and the paper suggests that further research is needed to explore the longer-term impact on leaders and their schools.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"65 1","pages":"189 - 209"},"PeriodicalIF":5.2,"publicationDate":"2023-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76467306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-05DOI: 10.1080/13632434.2023.2171005
M. Striepe, P. Thompson, S. Robertson, Mohini Devi, David Mark Gurr, Fiona Longmuir, Adam Taylor, Christine Cunningham
ABSTRACT The COVID-19 pandemic has caused major disruption to education and highlighted the importance of effective leadership during times of crisis. This paper considers the impact of the pandemic on school leaders in Australia, Fiji, and New Zealand. A secondary analysis of data from five interpretivist, qualitative studies was conducted. The aim of the study was to investigate the similarities and differences between the leaders’ experiences across school settings, states/provinces, and countries. Our findings place renewed importance on understanding the role of schools within the community and the vital role school leaders play in helping schools respond to volatile and dynamic circumstances. The findings show how leaders’ roles and responsibilities adapted to respond quickly and effectively to the urgency of the crisis, regardless of the context. Furthermore, common practices such as attending to wellbeing and providing clear and timely communication were revealed. The analysis also revealed some interesting nuances in the leaders’ responses because of the duration of the crisis, the particular needs of the community, and government requirements. Papers like this provide insights into what leaders do and how schools and systems might prepare and support leaders to lead during times of crisis.
{"title":"Responsive, adaptive, and future-centred leadership in response to crisis: findings from Australia, Fiji, and New Zealand","authors":"M. Striepe, P. Thompson, S. Robertson, Mohini Devi, David Mark Gurr, Fiona Longmuir, Adam Taylor, Christine Cunningham","doi":"10.1080/13632434.2023.2171005","DOIUrl":"https://doi.org/10.1080/13632434.2023.2171005","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has caused major disruption to education and highlighted the importance of effective leadership during times of crisis. This paper considers the impact of the pandemic on school leaders in Australia, Fiji, and New Zealand. A secondary analysis of data from five interpretivist, qualitative studies was conducted. The aim of the study was to investigate the similarities and differences between the leaders’ experiences across school settings, states/provinces, and countries. Our findings place renewed importance on understanding the role of schools within the community and the vital role school leaders play in helping schools respond to volatile and dynamic circumstances. The findings show how leaders’ roles and responsibilities adapted to respond quickly and effectively to the urgency of the crisis, regardless of the context. Furthermore, common practices such as attending to wellbeing and providing clear and timely communication were revealed. The analysis also revealed some interesting nuances in the leaders’ responses because of the duration of the crisis, the particular needs of the community, and government requirements. Papers like this provide insights into what leaders do and how schools and systems might prepare and support leaders to lead during times of crisis.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"47 1","pages":"104 - 124"},"PeriodicalIF":5.2,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77501337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-29DOI: 10.1080/13632434.2022.2164267
G. Murphy, Dympna Devine
ABSTRACT The Children’s School Lives (CSL) study provides a unique opportunity to learn first-hand from school principals as part of a large national study about their sensemaking as they led in a time of crisis and change in terms of teaching and learning. Major interconnected findings include: (1) the centrality of relationships and communication between school principals, teachers and the wider school community; (2) the systemic and school-related challenges and supports for pedagogical and curriculum leadership; (3) the emotional intensity of leading during crisis and its implications for individual and collective wellbeing in schools; and (4) the value and role of collaborative practices both within the school and between the school and system, including school self-evaluation efforts to establish leadership impact, which in turn inform the principal and leadership team’s sensemaking and adaptive leadership. Findings are contextualised through the responses of 11 principals from case study schools. While theoretical observations are drawn regarding sensemaking, practical suggestions are also made. A refocusing on the particular supports and challenges for school leadership learning and development in contexts of crisis and change is also warranted and problems and possibilities are discussed in this regard.
{"title":"Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic","authors":"G. Murphy, Dympna Devine","doi":"10.1080/13632434.2022.2164267","DOIUrl":"https://doi.org/10.1080/13632434.2022.2164267","url":null,"abstract":"ABSTRACT The Children’s School Lives (CSL) study provides a unique opportunity to learn first-hand from school principals as part of a large national study about their sensemaking as they led in a time of crisis and change in terms of teaching and learning. Major interconnected findings include: (1) the centrality of relationships and communication between school principals, teachers and the wider school community; (2) the systemic and school-related challenges and supports for pedagogical and curriculum leadership; (3) the emotional intensity of leading during crisis and its implications for individual and collective wellbeing in schools; and (4) the value and role of collaborative practices both within the school and between the school and system, including school self-evaluation efforts to establish leadership impact, which in turn inform the principal and leadership team’s sensemaking and adaptive leadership. Findings are contextualised through the responses of 11 principals from case study schools. While theoretical observations are drawn regarding sensemaking, practical suggestions are also made. A refocusing on the particular supports and challenges for school leadership learning and development in contexts of crisis and change is also warranted and problems and possibilities are discussed in this regard.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"209 1","pages":"125 - 144"},"PeriodicalIF":5.2,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81195809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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