Sensemaking in and for Times of Crisis and Change: Irish Primary School Principals and the COVID-19 Pandemic

Autor/inn/en	Murphy, Gavin; Devine, Dympna
Titel	Sensemaking in and for Times of Crisis and Change: Irish Primary School Principals and the COVID-19 Pandemic
Quelle	In: School Leadership & Management, 43 (2023) 2, S.125-144 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2022.2164267
Schlagwörter	Foreign Countries; Elementary Schools; Principals; COVID-19; Pandemics; Emergency Programs; Educational Change; Communication Strategies; Teachers; Interpersonal Relationship; Leadership; Psychological Patterns; Well Being; Cooperation; Ireland + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Hilfsprogramm; Bildungsreform; Kommunikationsstrategie; Lehrer; Lehrerin; Lehrende; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Führung; Führungsposition; Well-being; Wellness; Wohlbefinden; Co-operation; Kooperation; Irland
Abstract	The "Children's School Lives" (CSL) study provides a unique opportunity to learn first-hand from school principals as part of a large national study about their sensemaking as they led in a time of crisis and change in terms of teaching and learning. Major interconnected findings include: (1) the centrality of relationships and communication between school principals, teachers and the wider school community; (2) the systemic and school-related challenges and supports for pedagogical and curriculum leadership; (3) the emotional intensity of leading during crisis and its implications for individual and collective wellbeing in schools; and (4) the value and role of collaborative practices both within the school and between the school and system, including school self-evaluation efforts to establish leadership impact, which in turn inform the principal and leadership team's sensemaking and adaptive leadership. Findings are contextualised through the responses of 11 principals from case study schools. While theoretical observations are drawn regarding sensemaking, practical suggestions are also made. A refocusing on the particular supports and challenges for school leadership learning and development in contexts of crisis and change is also warranted and problems and possibilities are discussed in this regard. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01