Embracing Vulnerability: How Has the COVID-19 Pandemic Affected the Pressures School Leaders in Northern England Face and How They Deal with Them?

Autor/inn/en	Jopling, Michael; Harness, Oliver
Titel	Embracing Vulnerability: How Has the COVID-19 Pandemic Affected the Pressures School Leaders in Northern England Face and How They Deal with Them?
Quelle	In: Journal of Educational Administration and History, 54 (2022) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2021.1997945
Schlagwörter	COVID-19; Pandemics; Instructional Leadership; Foreign Countries; Leadership Responsibility; Stress Variables; Administrator Attitudes; Fatigue (Biology); Social Support Groups; Professional Autonomy; Educational Improvement; Accountability; United Kingdom (England) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Fatigue; Ermüdung; Social support; Soziale Unterstützung; Berufsfreiheit; Teaching improvement; Unterrichtsentwicklung; Verantwortung
Abstract	Research into the effects of pressure on school leaders has focused more on its impacts at the system level than on the human impact on leaders. Using theories of vulnerability, this paper attempts to redress this balance, examining the challenges school leaders in North East England faced during the initial phase of the COVID-19 pandemic and the support they accessed. Combining an online survey of 132 school leaders with in-depth interviews, the study found that the pandemic had an amplifying effect, increasing both leaders' responsibilities and the pressure on them. It also found that many find it difficult to admit when they are under pressure and have no source of support. This suggests new ways need to be found to help all leaders, and particularly male and secondary leaders, to embrace their vulnerability, access professional support, and increase schools' focus on the mental health of children and adults. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01