The Impact of the COVID-19 Pandemic on Leadership and Learning in Illinois Public High Schools

Autor/in	Bagby, Meghan Christine
Titel	The Impact of the COVID-19 Pandemic on Leadership and Learning in Illinois Public High Schools
Quelle	(2022), (286 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Western Illinois University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-2471-2
Schlagwörter	Hochschulschrift; Dissertation; High Schools; Principals; Leadership; Learning; Instructional Leadership; COVID-19; Pandemics; Student Experience; Learning Experience; Electronic Learning; Distance Education; Emergency Programs; School Closing; Stress Variables; Gender Differences; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Principal; Schulleiter; Führung; Führungsposition; Lernen; Instruction; Leadership; Bildung; Erziehung; Studienerfahrung; Lernerfahrung; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Geschlechterkonflikt
Abstract	The purpose of this descriptive, nonexperimental quantitative research study was to examine Illinois High School Principals' perceptions of principal leadership during the COVID-19 pandemic. Areas of focus include daily leadership responsibilities, instructional leadership, and associated stressors. Quantitative data were collected through a survey sent to all Illinois Public High School Principals. Data were received from principals with various levels of experience and who worked in different-sized high schools with diverse demographics. Both descriptive and inferential statistics were obtained. The findings of this study suggested a perceived change to the instructional and daily leadership of Illinois public high school principals during the COVID-19 pandemic, specifically in defining the school mission, managing the instructional program, and creating a positive school climate. The findings also suggested the usage of instructional technology increased significantly during the pandemic and thus the student learning experience changed as a result. Illinois high school principals reported very high stress levels during the pandemic, with female principals and principals at schools with more low-income students indicating higher stress levels than their peers. COVID-19 mitigation and crisis management, along with concerns about student and staff mental health and well-being, were noted as significant stressors for high school principals. Recommendations for educators included a plea to policymakers and district-level leadership to ensure principals have an opportunity for mentorship, a chance to learn about crisis management, and through their principal preparation and mentorship, have open and honest conversations about the stresses of the job and self-care. The final recommendation to educators is to not expect a return to normal. Even with the difficulties high school principals faced, most importantly, there were many lessons and opportunities to continue the positive change from the pandemic and capitalize on these changes for our students and communities for years to come. Recommendations for future research include studying the shifts in instructional delivery from the pandemic with students and teachers, replicating the study with elementary and middle school principals, and exploring the stress of female high school principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01