Emotionally Agile Leadership amid COVID-19

Autor/in	Wilson, Adrianne
Titel	Emotionally Agile Leadership amid COVID-19
Quelle	In: School Leadership Review, 15 (2021) 2, Artikel 1 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	COVID-19; Pandemics; Leadership Qualities; Administrator Education; Emotional Intelligence; Emotional Development; Stress Management; Teachers; Stress Variables; Metacognition; Self Control; Coping; Teacher Burnout; Intervention; Teacher Persistence; Crisis Management; Principals; Administrator Responsibility; Interpersonal Relationship; Prosocial Behavior; Altruism; Caring; Pennsylvania + Suchen Sie Ihr Suchwort? Führungseigenschaft; Emotionale Intelligenz; Gefühlsbildung; Stressmanagement; Stressbewältigung; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Bewältigung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Krisenmanagement; Principal; Schulleiter; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Altruistic behavior; Altruismus; Care; Pflege; Sorge; Betreuung
Abstract	The COVID-19 pandemic has dramatically changed the job requirements of school leaders and has negatively impacted the academic outcomes for students (Kuhfeld et al., 2020). As a result of the ongoing demands and stress caused by this pandemic, school leaders are at an increased risk for physical and mental health problems (Boyatzis & McKee, 2005; Brackett et al., 2018; Murphy, 2011; Sorenson, 2007) and, as a result, are less likely to continue in their profession long-term (Brackett et al., 2018; Farrace, 2020). In an effort to subvert the negative impacts of the COVID-19 pandemic as well as future crises, this paper posits the need for educational leadership preparation programs that focus on interventions that address the emotional intelligence, emotional agility, and crisis-induced stressors of current and emerging school educators. This paper reviews interventions to mitigate and manage work-related stressors through the integration of social-emotional constructs, mindfulness, mindfulness-based programs, and self-regulatory practices to decrease work-related stressors, prevent professional burnout, increase school educator retention, and prepare school leaders for effective crisis management. Recommendations are provided for future leadership preparation programs. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01