Developing Adaptability and Agility in Leadership amidst the COVID-19 Crisis: Experiences of Early-Career School Principals

Autor/inn/en	Fernandes, Venesser; Wong, Winnie; Noonan, Michael
Titel	Developing Adaptability and Agility in Leadership amidst the COVID-19 Crisis: Experiences of Early-Career School Principals
Quelle	In: International Journal of Educational Management, 37 (2023) 2, S.483-506 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fernandes, Venesser) ORCID (Wong, Winnie) ORCID (Noonan, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-02-2022-0076
Schlagwörter	COVID-19; Pandemics; Foreign Countries; Principals; Administrator Role; Leadership; Novices; Private Schools; Leadership Styles; Emotional Intelligence; Elementary Secondary Education; Administrator Attitudes; Adjustment (to Environment); Australia + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Führung; Führungsposition; Private school; Privatschule; Führungsstil; Emotionale Intelligenz; Australien
Abstract	Purpose: During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis. Design/methodology/approach: The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools. Findings: The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship. Originality/value: This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01