学校领导的危机领导能力及其流行病应对策略

Vicky Catubig
{"title":"学校领导的危机领导能力及其流行病应对策略","authors":"Vicky Catubig","doi":"10.48017/dj.v8i4.2691","DOIUrl":null,"url":null,"abstract":"Based on the Meta-Leadership Model of Marcus et al. (2007), as cited by Saltz (2017), this research documented and assessed the crisis leadership competencies and pandemic response strategies of school leaders in the DepEd Division of Northern Samar. Utilizing a sequential exploratory approach, qualitative and quantitative designs were adopted. Thus, in the qualitative component, eight (8) school leaders participated in face-to-face interview sessions, wherein the emerging themes from their responses highlighted the concept that meta-leaders have a higher effect than their real authority because they exert a strong influence on their followers, aiding them in overcoming obstacles and seizing opportunities. They understood the nature and significance of the situation, and in order to keep a diverse group of people on track, they weaved together key themes that highlighted the organization's core purpose and ambitions. In the qualitative aspect, the broader population of 130 respondents answered a questionnaire about school leaders' crisis leadership competencies, which revealed the following results: \"Very High\" on Team Leadership (AWM =3.25); \"High\" on Situational Awareness and Integrative Thinking (AWM =3.18); and \"High\" on Decisiveness and Emotional Effectiveness (AWM =3.24). In addition, respondents completed a questionnaire regarding the extent of the school leader's pandemic response strategies, which revealed the following findings: Promoting Organizational Resilience, \"Large Extent\" (AWM =3.24); Acting with Integrity, \"Very Large Extent\" (AWM =3.29); and Exhibiting Learning Orientation, \"Large Extent\" (AWM =2.96). based on the results, the researcher contends that when establishing a crisis management plan for a successful pandemic response strategy, school leaders must prioritize the following elements: communication, high productivity, technology use, and accessibility. On the basis of these factors, the current researcher proposes the following three focus areas for the crisis management plan: (1) establishing guidelines or policies for remote work for faculty and staff; (2) embracing remote work for department heads, master teachers, and focal persons; and (3) developing inclusive and collaborative virtual meetings. The researcher also suggests that school administrators think about adopting the recommended crisis management plan to make sure that all important aspects of the school system are taken care of.","PeriodicalId":356865,"journal":{"name":"Diversitas Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"School Leaders’ Crisis Leadership Competencies and their Pandemic Response Strategies\",\"authors\":\"Vicky Catubig\",\"doi\":\"10.48017/dj.v8i4.2691\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Based on the Meta-Leadership Model of Marcus et al. (2007), as cited by Saltz (2017), this research documented and assessed the crisis leadership competencies and pandemic response strategies of school leaders in the DepEd Division of Northern Samar. Utilizing a sequential exploratory approach, qualitative and quantitative designs were adopted. Thus, in the qualitative component, eight (8) school leaders participated in face-to-face interview sessions, wherein the emerging themes from their responses highlighted the concept that meta-leaders have a higher effect than their real authority because they exert a strong influence on their followers, aiding them in overcoming obstacles and seizing opportunities. They understood the nature and significance of the situation, and in order to keep a diverse group of people on track, they weaved together key themes that highlighted the organization's core purpose and ambitions. In the qualitative aspect, the broader population of 130 respondents answered a questionnaire about school leaders' crisis leadership competencies, which revealed the following results: \\\"Very High\\\" on Team Leadership (AWM =3.25); \\\"High\\\" on Situational Awareness and Integrative Thinking (AWM =3.18); and \\\"High\\\" on Decisiveness and Emotional Effectiveness (AWM =3.24). In addition, respondents completed a questionnaire regarding the extent of the school leader's pandemic response strategies, which revealed the following findings: Promoting Organizational Resilience, \\\"Large Extent\\\" (AWM =3.24); Acting with Integrity, \\\"Very Large Extent\\\" (AWM =3.29); and Exhibiting Learning Orientation, \\\"Large Extent\\\" (AWM =2.96). based on the results, the researcher contends that when establishing a crisis management plan for a successful pandemic response strategy, school leaders must prioritize the following elements: communication, high productivity, technology use, and accessibility. On the basis of these factors, the current researcher proposes the following three focus areas for the crisis management plan: (1) establishing guidelines or policies for remote work for faculty and staff; (2) embracing remote work for department heads, master teachers, and focal persons; and (3) developing inclusive and collaborative virtual meetings. The researcher also suggests that school administrators think about adopting the recommended crisis management plan to make sure that all important aspects of the school system are taken care of.\",\"PeriodicalId\":356865,\"journal\":{\"name\":\"Diversitas Journal\",\"volume\":\"26 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-10-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Diversitas Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.48017/dj.v8i4.2691\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Diversitas Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.48017/dj.v8i4.2691","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

基于Marcus等人(2007)的元领导模型,Saltz(2017)引用了该模型,本研究记录并评估了北萨马岛教育部学校领导的危机领导能力和流行病应对策略。采用顺序探索性方法,采用定性和定量设计。因此,在定性部分,八(8)名学校领导参加了面对面的访谈环节,其中从他们的回答中出现的主题突出了这样一个概念,即元领导者比他们的真正权威具有更高的影响,因为他们对追随者施加了强大的影响,帮助他们克服障碍和抓住机会。他们了解形势的本质和重要性,为了让不同的人走上正轨,他们将突出组织核心目标和抱负的关键主题编织在一起。在定性方面,更广泛的130名受访者回答了一份关于学校领导危机领导能力的问卷,结果显示:团队领导能力“非常高”(AWM =3.25);情境感知与综合思维“高”(AWM =3.18);决断力和情绪效能为“高”(AWM =3.24)。此外,受访者还完成了一份关于学校领导流行病应对策略程度的调查问卷,调查结果显示:促进组织弹性,“很大程度”(AWM =3.24);诚信行事,“非常大的程度”(AWM =3.29);学习取向表现为“大程度”(AWM =2.96)。基于这些结果,该研究人员认为,在为成功的大流行应对战略制定危机管理计划时,学校领导必须优先考虑以下因素:沟通、高生产力、技术使用和可及性。基于这些因素,本研究提出了危机管理计划的以下三个重点领域:(1)建立教职员工远程工作的指导方针或政策;(2)支持系主任、主讲教师、重点人员远程办公;(3)开发包容协作的虚拟会议。研究人员还建议学校管理人员考虑采用推荐的危机管理计划,以确保学校系统的所有重要方面都得到照顾。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
School Leaders’ Crisis Leadership Competencies and their Pandemic Response Strategies
Based on the Meta-Leadership Model of Marcus et al. (2007), as cited by Saltz (2017), this research documented and assessed the crisis leadership competencies and pandemic response strategies of school leaders in the DepEd Division of Northern Samar. Utilizing a sequential exploratory approach, qualitative and quantitative designs were adopted. Thus, in the qualitative component, eight (8) school leaders participated in face-to-face interview sessions, wherein the emerging themes from their responses highlighted the concept that meta-leaders have a higher effect than their real authority because they exert a strong influence on their followers, aiding them in overcoming obstacles and seizing opportunities. They understood the nature and significance of the situation, and in order to keep a diverse group of people on track, they weaved together key themes that highlighted the organization's core purpose and ambitions. In the qualitative aspect, the broader population of 130 respondents answered a questionnaire about school leaders' crisis leadership competencies, which revealed the following results: "Very High" on Team Leadership (AWM =3.25); "High" on Situational Awareness and Integrative Thinking (AWM =3.18); and "High" on Decisiveness and Emotional Effectiveness (AWM =3.24). In addition, respondents completed a questionnaire regarding the extent of the school leader's pandemic response strategies, which revealed the following findings: Promoting Organizational Resilience, "Large Extent" (AWM =3.24); Acting with Integrity, "Very Large Extent" (AWM =3.29); and Exhibiting Learning Orientation, "Large Extent" (AWM =2.96). based on the results, the researcher contends that when establishing a crisis management plan for a successful pandemic response strategy, school leaders must prioritize the following elements: communication, high productivity, technology use, and accessibility. On the basis of these factors, the current researcher proposes the following three focus areas for the crisis management plan: (1) establishing guidelines or policies for remote work for faculty and staff; (2) embracing remote work for department heads, master teachers, and focal persons; and (3) developing inclusive and collaborative virtual meetings. The researcher also suggests that school administrators think about adopting the recommended crisis management plan to make sure that all important aspects of the school system are taken care of.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
Os avanços e desafios da bioinformática aplicada à saúde: uma revisão O Retrato do Ensino Remoto em Escolas Públicas do município de Benjamin Constant – Amazonas, Brasil, em tempos de Pandemia de Covid-19 Caracterização morfológica, divergência genética e seleção de genitores de batata doce para cruzamentos Relato do trabalho de campo como ferramenta de conhecimento, vivência e prática conservacionista no semiárido Desenvolvimento de mudas de cacau em função da concentração de biostimulante d’raz®
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1