Pressures and Influences on School Leaders Navigating Policy Development during the COVID-19 Pandemic

Autor/inn/en	Fotheringham, Peter; Harriott, Thomas; Healy, Grace; Arenge, Gabrielle; Wilson, Elaine
Titel	Pressures and Influences on School Leaders Navigating Policy Development during the COVID-19 Pandemic
Quelle	In: British Educational Research Journal, 48 (2022) 2, S.201-227 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fotheringham, Peter) ORCID (Harriott, Thomas) ORCID (Healy, Grace) ORCID (Arenge, Gabrielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3760
Schlagwörter	COVID-19; Pandemics; Policy Formation; Influences; Elementary Schools; Secondary Schools; Foreign Countries; Principals; Administrators; Trustees; Communication (Thought Transfer); School Policy; Stress Variables; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politische Betätigung; Influence; Einfluss; Einflussfaktor; Elementary school; Grundschule; Volksschule; Sekundarschule; Ausland; Principal; Schulleiter; Treuhandanstalt; Communication; thought; Kommunikation; Gedanke; Schulpolitik
Abstract	The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID-19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID-19 pandemic, school leaders faced challenges to prioritise and balance ever-changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the needs of communities, a task made complicated by the methods of communication used by government. By surveying and interviewing headteachers, senior leaders and governors, this article identifies the reactions and responses of school leaders who construct and enact policy in the context of COVID-19 pandemic. The article addresses the nature of, and factors affecting, pressures school leaders feel in authoring and implementing policy. These pressures are non-trivial and increase tension in already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of national lockdown and remote learning. Findings suggest quality, quantity and frequency of top-down communication contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities supported leaders during rapid change. We recommend that government and the Department of Education strengthen and streamline stressful communication systems while building cooperative communities, mitigating against the challenges identified by school leaders during the COVID-19 pandemic. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01