Mental health wellness in educational leadership

The purpose of this phenomenological study was to research the impact of mental health wellness on educational leaders. Leaders with 3 or more years of experience in positions of leadership in Southern California, at the school site and district levels, were invited to participate. Interested participants, who met the criteria, were added to a list of potential participants from which 20 were selected at random and notified. The participants were interviewed once and asked the same 10 questions. The interview was designed to elicit examples of how mental health wellness plays a role in an educational leader's life, both professionally and personally. Leaders in this study shared their reasons for becoming an educator, the path that led them to their leadership position, how mental health plays a role in their ability to perform the duties of their job, roles and responsibilities, as well as how COVID-19 has impacted their overall mental health. Through this research, it demonstrated evidence that mental health wellness is negatively impacted by the positions that educational leaders hold and it has been exacerbated by the demands that COVID-19 have placed on our country, especially our educational system. Implications for this study suggest that changes need to be made to the systems and structures within school districts to better support leaders with mental health wellness so that they can be more effective leaders for the communities that they serve. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

School Administrators' Engagement in the Reintegration Process in Selected Secondary High Schools in Jamaica

The study sought to examine school administrators' engagement in the reintegration of students in schools during the pandemic era. The study was conducted using a multiple case study design that used an open-ended survey design to collect data from the selected school administra-tors. A total of eight participants were selected using a purposive sampling technique. The results of the study found that several challenges such as disruptions, indiscipline, fights, abnormal behaviors, and inadequate support structures all affected the reintegration process of students during the COVID-19 pandemic era. © 2023 James Nicholas Publishers.

The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic

Purpose: There are limited school physical activity policy dissemination and implementation studies. This is a concern given the adverse mental, physical, and socio-emotional effects the COVID-19 pandemic has had on children and adolescents. This study explored New Jersey school administrators' experiences in disseminating recess guidelines, procedures, and policies as well as implementation strategies in their schools during the pandemic. Methods: A total of 29 elementary school administrators participated in semi-structured interviews. The data were analyzed inductively using a conventional approach to qualitative content analysis. Results: In analyzing the data, five themes were identified: (a) adjustments for recess, (b) communications about recess, (c) successes and challenges of recess, (d) health and well-being among children, and (e) recommendations for recess postpandemic. Discussion/Conclusion: When planning, organizing, and implementing a recess in a postpandemic era, school leaders may want to consider establishing cohorts, developing a handbook, creating a rotation schedule (i.e., blacktop, field, playground), developing a recess committee, utilizing the physical education teacher for staff development, assigning recess equipment and bags, offering a variety of activities, and teaching children how to play.

The impact of perceived organizational support on professional commitment: a moderation of burnout and mediation of well-being

PurposeIn today's challenging world, achieving professional commitment among healthcare workers is becoming the need of time. Drawing on self-determination theory, the current study examines how and under which boundary conditions perceived organizational support affects professional commitment.Design/methodology/approachData was collected from doctors and nurses employed in public and private sector hospitals by employing a split-questionnaire design.FindingsThe authors' study findings demonstrate that perceived organizational support has a positive and indirect effect on the professional commitment of nurses and doctors via mediating the role of subjective well-being. The authors also found that these findings depend on healthcare workers' burnout levels. The positive relationship between perceived organizational support and subjective well-being is attenuated by burnout syndrome.Practical implicationsThe current study poses implications for policymakers and administrators of healthcare institutions as well as to develop a supportive culture to evoke more professional commitment among healthcare workers. Implications for nursing managers and policymakers are discussed in light of the study findings.Originality/valueHealthcare institutions are increasingly paying attention to raising the professional commitment of their workforce, especially in the wake of a crisis like the COVID-19 outbreak. The current study will add to the body of literature on nursing management, healthcare studies and organizational psychology in the South Asian context by explaining the relationship between POS and professional commitment, drawing on self-determination theory.

Innovative Digital Practices and Globalization in Higher Education. Advances in Higher Education and Professional Development (AHEPD) Book Series

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

Handbook of Research on Language Teacher Identity. Advances in Higher Education and Professional Development (AHEPD) Book Series

In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.

Views on administrative leadership in remote K-12 school settings

Even before the COVID-19 pandemic forced the American school system into various forms of distance learning, remote learning schools were a small but growing segment of the educational system within the United States. This causal-comparative quantitative study examined demographic variables to assess differences in K-12 teachers' views of their administrator's leadership skills in remote school settings. The sample population of credentialed California public charter school teachers (n = 449) completed the Adapted Multifactor Leadership Questionnaire (MLQ) about the leadership abilities of their remote working administrator. Transformational leadership served as the theoretical foundation of this study though transactional and laissez-faire leadership were included. The literature review identified significant research on transformational leadership within K-12 education and leadership in remote or virtual workplaces. However, a gap in the literature exists on leadership in remote K12 school settings. No prior studies explored teacher demographics' role in impacting teacher views of their remote school administrator. Research methods included statistical analysis using t-test, Mann-Whitney, and ANOVA statistical tests. Study results found that neither teacher gender nor race nor years of experience as a teacher made a statistically significant difference (p < .05) in how teachers view their administrator. The application of findings recommends additional research on different demographics using different sample populations. Implications from the research include increasing the preparation and professional development of educators desiring to work in remote school environments. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Documentation Of Cultural And Spiritual Experiences In The Face Of The COVID-19 Crisis

Introduction and objective: Undoubtedly, employees face a variety of organizational problems and issues during the service period. Employees' decisions and actions in facing these problems and issues will be based on their knowledge and mental patterns. This study aimed to document and record the cultural and spiritual experience in the face of the COVID-19 crisis. Method: This research was an applied, inductive and exploratory-descriptive case study, which was conducted as a one-time crosssectional survey in a qualitative manner. Data was collected using documentary reviews and questionnaires. The statistical population of this study included managers, experts, and administrators of Baqiyatallah University located in Tehran, Iran. According to the qualitative approach of the research, purposeful sampling was used and data collection was continued until the required data was collected. Data analysis was performed in MaxQDA 2020 and Excel 2019 software. Results: The results showed a total of 282 open source codes. Code frequencies were as follows: 25 codes for event dimension, 54 for issue dimension, 61 for measures and decisions dimension, 71 for output-outcome dimension, 35 for suggestions dimension, 17 for scenario planning and modeling dimension, and 19 for lessons learned dimension. Conclusion: The results of this study can be used as a basis for managers to plan and implement experience documentation in cultural and spiritual areas in the face of the COVID-19 crisis. [ FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Human service professionals' perceived ability to support title I schools during the COVID-19 pandemic

Human service professional practitioners (HSPPs) who work in Title I schools help students overcome challenges including absenteeism and behavioral problems and serve as liaisons between the school, family, and student. The pivot to online education during the COVID-19 school shutdowns meant that HSPP services also pivoted. The purpose of this generic qualitative study was to understand how HSPPs perceived their ability to serve Title I students during the pandemic through the lens of Bandura's self-efficacy theory. Semistructured interviews were conducted with 15 HSPPs who delivered services to Title I students before and during the pandemic. Participants reported their service delivery was effective prior to the pandemic despite a lack of resources. Themes from coding analysis included (a) an ability to effectively deliver services before the COVID-19 pandemic despite a lack of resources;(b) not feeling that their job was undoable;(c) significant disruptions in pandemic service delivery (increasing student needs, changes in job responsibilities, communication/trust issues);(d) there was no way to be prepared;and (e) they gained helpful insights into professional priorities, the use of new organizational tools, and new resources for disruptions. Results could be used by HSPPs, education administrators, and stakeholders in the development of comprehensive virtual plans in schools, which could help parents, HSPPs, and school administrators pivot more smoothly and mitigate potential issues during these types of events. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Did managers of long-term care facilities neglect the functionality of older adults? A survey during the COVID-19 pandemic.

Physical distancing impaired the health of older adults living in long-term care facilities (LTCF). This study aimed to assess the perception of managers of Brazilian LTCF about the loss of functionality of residents and strategies to prevent it. In this cross-sectional study, 276 managers of LTCF from all Brazilian regions responded to an online survey, following the Checklist for Reporting Results of Internet E-Surveys. The managers reported a loss of cognitive (60.2%) and physical (48.2%) functionality and more depressive symptoms (77.9%) and falls (16.3%) in residents. In addition, 73.2% of LTCF reduced in-person activities, and 55.8% did not perform remote activities. Managers of LTCF neglected the functionality of residents. Thus, health surveillance, prevention, and care must be reinforced for this population.

Perceptions of 10 Special Education Administrators on Professional Development for Educators Working with Students with ASD

Students with autism spectrum disorder (ASD) have complex and unique needs that can impact their success. Evidence-based practices (EBPs) have been identified that are effective with this population, yet educators may not be adequately prepared to implement such EBPs. Special education administrators are frequently responsible for developing and implementing professional development experiences to improve teacher performance for students with ASD, including implementing EBPs. This study focused on the experiences of 10 special education administrators who plan and implement professional development experiences for educators working with students with ASD. The implementation science model was used to provide a framework for the phenomenon. This article is the first of two reporting specifically on the competency drivers described in the implementation science model. Five themes were found from the interview data including a deep commitment to coaching;participant-centered training;systematic barriers to effective training;the gap of administrator knowledge and application;and the COVID-19 impact. Findings and implications are discussed.

Disruption, Transformation, Resilience, and Hope: The Experience of a Belizean Community During COVID-19 Lockdown

This qualitative research explored the lived experience of teachers, school administrators, parents, and children in Belize, Central America during the COVID-19 lockdown. Through field notes, correspondence, and interviews, a narrative approach was leveraged to convey the impact of two years away from classrooms and from each other. Both the trauma and loss of this disruption on global literacy, along with three forces that nourished the capacity for resilience, were examined. [ FROM AUTHOR] Copyright of Qualitative Report is the property of Qualitative Report and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

A Trauma-Informed Inquiry of COVID-19's Initial Impact on Adult Education Program Administrators and Instructors in the United States

The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors;(2) coping with pandemic uncertainty;and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research. [ FROM AUTHOR] Copyright of Adult Learning is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The impact of life experiences on the school disciplinary practices of suburban high school administrators

This narrative study examined how the life experiences of high school administrators impact how they conceptualize and understand school discipline. These experiences were then positioned within the current context of COVID-19 pandemic related school closures and protests associated with George Floyd's death which brought light to systemic racism prevalent in school codes of conduct to determine how these events changed their disciplinary practices. Semi-structured interviews were conducted with eight administrators from suburban schools in the New York metropolitan region that also had a minority student population of at least 10%. Transcripts were analyzed using in vivo and process coding to identify themes across the interviews. Three themes were identified: elements that lead to an initial understanding of school discipline, how these initial practices change over time, and the twin impact of COVID-19 and protests highlighting systemic racism causing a drastic change to how administrators respond to student misbehavior. These findings were then analyzed using Critical Race Theory and situated among the current literature. The first finding was centered on the understanding administrators use their personal experiences as both as student and teacher to establish their understanding of school discipline. The second finding uncovered an awareness that in order to address student behaviors, administrators develop stakeholder connections. Lastly, there was an awareness and discovery that codes of conduct in their respective schools contributed to disproportionate discipline. While some administrators had already been working to enact change, others were in the beginning stages of learning about this problem and were unsure of the next steps. Form these findings, recommendations for practice and research were proposed. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Psychological state and its correlates of local college students in Wuhan during COVID-19 pandemic.

In 2020, the lockdown of Wuhan due to the outbreak of COVID-19 impacted various aspects of local college students' life and may further negatively affect their psychological state. This study was conducted among 652 Wuhan local college students during the quarantine of this city. We assessed their psychological state using Depression-Anxiety-Stress Scale 21 and evaluated their living condition including diet, schedule, recreational activities, social contact, academic life, and attention paid to pandemic news. Results showed that 16.87% of the students reported stress, 28.68% with anxiety, and 35.12% had depression. According to multivariate logistic regression analysis, having a medical background was associated with higher stress levels; students who had an irregular diet and schedule were more likely to develop stress, anxiety, and depression; students with their academic life affected had a higher prevalence of anxiety and depression. By studying local students in the hardest-hit area during the pandemic, our findings can provide references for the improvement of college students' mental health in the long term.

Challenges of leading during COVID-19: A qualitative study of K-12 administrators

This research discusses the impact of environmental and social crisis events, how these events affect schools, and how administrators can make informed decision in response to those events. The qualitative phenomenological study explored the lived experiences of K-12 administrators in Mississippi Public Schools and how their perceptions of planning for the 2020- 2021 school year differs from past school years. The study is based on open-ended, in-depth interviews of K-12 administrators at the elementary, middle and high school levels in Mississippi Public Schools. The researcher examined the data and search for emerging themes. The data can be used to inform administrators of future school decisions. Findings revealed the need for proactive approaches to virtual learning, increased crisis management training, and increased collaboration among school staff. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A descriptive case study examining school administrators' perceptions of their role in addressing educational inequities for English learners

The purpose of this qualitative descriptive case study was to examine the lack of equitable educational opportunities for English learners and school administrators' perceptions of their role in addressing inequities in schools that serve English learners. This descriptive case study examined contextualized phenomena within specific boundaries of the urban setting. Descriptive case study data were collected through semi-structured interviews, focus group interviews, and a review of artifacts and documents. The interview data were coded using the keywords in context. By analyzing patterns in the urban school leaders' speech, I gained insight into their perception of their role in addressing inequities. The study results answered the questions, filled the literature gap, and contributed to the growing scholarly work body. The following research questions provided a basis for identifying school administrators' perceptions about addressing educational inequities in schools and their suggestions for other school leaders to interpret and implement English learner policy: What are school administrators' perceptions of their role in addressing inequities in access to and quality of education for English learners? What suggestions do school administrators have to address inequities in access to and quality of education for English learners? What are school administrators' perceptions of how the COVID-19 pandemic exacerbated educational inequities for English learners? The idea of language as a mediator of thought guided the descriptions of the language used by the 10 participants and the themes which emerged. The results are consistent with existing research related to sociocultural theory. The focus group discussions, individual interviews, and documents reviewed were used to triangulate the data collected to confirm the findings. The study findings included the administrators' prior experiences, sociocultural context, and speech, indicating their perception of their role in addressing educational inequities. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Examining the role of critically conscious leadership in dual language education programs: A case of two school principals

In recent years, the United States has seen an increased interest in Dual Language Education (DLE) Programs. These programs prepare students to compete in a global economy by providing an opportunity to develop high levels of bilingualism, biliteracy, and socio-cultural competence. Despite abundant research on DLE programs (Howard et al., 2018), there are not enough studies on the role of the school principal as an educational leader in these additive enrichment language programs. As the primary advocates for these programs, school principals are instrumental in providing support and guidance to the learning communities they lead, thus ensuring high quality and equity through their leadership and commitment to the programs' vision and mission. Consequently, this qualitative case study employed Transformational Leadership Theory (Bass, 1985, 2006) and the Principles of Courageous Leadership (Blankstein & Noguera, 2016) as a dual lens framework to examine the role and characteristics of two school principals at distinct DLE programs in Southern California. Methodology included surveys and interviews with a sample size of two principals, six teachers, and six parents in DLE programs. Findings in this study revealed how through liderazgo and authentic carino the school principals created equitable schooling experiences for students and teachers. The findings in the case study yielded four themes 1) the principals' strong belief in DLE, 2) advocacy for program and professional development, 3) pedagogical knowledge and sustainability of DLE, and 4) building cross-cultural relationships and appreciation of cutures. Implications of this study may add to the scholarly literature and inform the field of the unique characteristics of school principals in DLE.Given the constraints of COVID-19, data obtained from the study was carefully examined due to the impact on participants' experience and potential biases in the educational setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Principals' perspectives on making sense of and implementing teacher evaluation during the COVID-19 pandemic: A qualitative study

As the COVID-19 pandemic shook the very foundation of our educational systems, Connecticut created adjustments through the 2020-2021 Teacher Evaluation Flexibility Plan. Using a qualitative phenomenological research design, three research questions were explored through the theoretical lenses of Knowles' (1978) adult learning theory and Weick's (1995) sensemaking theory. This study explored the lived experiences of Connecticut high school principals as they made sense of and implemented the adjusted plan during the 2020-2021 school year in order to fill a gap in the educational research surrounding principals' perceptions of implementing teacher evaluation during the COVID-19 pandemic. Results showed four key themes and two subthemes which, when synthesized, formed an essence of the experience for participants. This essence reflected the importance of support, the use of technology, previous pedagogy, the strain of the pandemic, reliance on previously established systems, and the responsibility of capacity building in relation to school climate. The results of this study provide context for state policy makers, higher education institutions who provide programing for aspiring administrators, and central office administrators charged with supporting building administrators. As the impacts of the COVID-19 pandemic may be felt for many years, it is imperative we continue to learn from these experiences to support future educational leaders as they prepare to lead our post-pandemic schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The lived experiences of special education administrators sensemaking during the COVID-19 pandemic

This qualitative narrative study design examined the lived experiences of the challenges special education administrators faced in implementing federal and state guidance during the COVID-19 pandemic. The participants were comprised of special education administrators from a suburban county in New York state. Half of the participants were from a Title I school district. In the spring of 2020, the COVID-19 pandemic caused schools across the country to close their doors, forcing schools to shift to online learning platforms. This left to sudden shifts in the delivery of instruction, leadership, and support, and created logistical challenges for administrators serving students with disabilities. Through qualitative analysis of in-depth interviews and reflective journaling, coding was conducted to discover themes to better understand special education administrators' experiences. The findings from this study supported Karl Weick's sensemaking framework that portrayed the need for an increase in communication, collaboration, and support for staff and student mental health needs. Understanding the lived experiences of special education administrators during this time will help decision making, should another unprecedented challenge occur. (PsycInfo Database Record (c) 2022 APA, all rights reserved)