School leadership in uncertain times: identifying dimensions of effective principal leadership

Through this study, we address the challenges that U.S. principals faced in the recent COVID crisis and analyse their leadership responses. Our purpose for this study was to identify the leadership practices of school principals that are effective in navigating a school crisis. We used the three dimensions identified in the National Preparedness Leadership Initiative (NPLI) to explore meta-leadership as a framework for identifying school leadership practices under circumstances of extreme pressure and stress. Using transcripts from a broader national qualitative study of U.S. public school principals in 19 different states, we used a purposeful sampling technique to identify 18 of these transcripts for analysis. From our data analysis, we organise our findings into three primary themes based on the NPLI framework: attributes of the principal, perceptions and actions of the principal, and the principal's connections to stakeholders. Within each of these primary themes, we developed sub-themes to highlight the leadership practices of school principals across the U.S. as they navigated the initial months of the COVID-19 pandemic. We found that high emotional intelligence, collaboration, care of others, and attention to the unique context of the school community are extremely important aspects of school leadership during a crisis. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Responsibility, stress and the well-being of school principals: how principals engaged in self-care during the COVID-19 crisis

Purpose: This study centers the reflections of principals across the USA as they navigated the overwhelming stress of closing and reopening schools during a global pandemic. Specifically, the authors explored how school principals addressed self-care and their own well-being during the pandemic. Design/methodology/approach: This research study is part of a broader qualitative study conducted by 20 scholars from across the USA in Spring 2020 and organized by the Consortium for Policy Research in Education (CPRE). This national research team conducted 120 qualitative interviews with public school principals in 19 different states and 100 districts. As part of this team, the authors coded and analyzed all 120 transcripts in NVivo using a self-care framework. Findings: The responses from the participants capture some of the complexity of self-care during the COVID-19 pandemic. The authors found evidence of both negative and positive sentiments towards self-care that will be described in five major themes. For the tensions with self-care, the authors developed two primary themes: leaders eat last and keep from falling off the cliff. For the demonstrations of self-care, the authors also developed three primary themes: release the endorphins, people need people and unplug from work. Originality/value: Although researchers have identified the stressors and reactions of principals during the early months of the COVID-19 pandemic, little is known on how principals engaged in self-care practices. This study aims to identify these self-care practices and offer recommendations for principals. © 2022, Emerald Publishing Limited.

“Constant Communication”: Rural Principals' Leadership Practices During a Global Pandemic

Rural school leaders are met with serious challenges and opportunities to lead rural schools in times of normalcy, but these challenges are amplified during a crisis. Rural school principals in the United States faced an unprecedented crisis when school buildings closed in spring 2020 due to the COVID-19 pandemic. The measure of rural school principals and their response to this crisis is exemplified through their leadership practices. Through qualitative methods, we examined the leadership practices of rural principals through the initial months of the COVID-19 pandemic and quarantine, and we found that rural principals exhibit the practices of caretaker leadership. From the findings, we used a meta-leadership frame to discuss the caretaker leadership practices of rural school principals. © Copyright © 2021 Hayes, Flowers and Williams.