Leadership in times of crisis. School principals facing COVID-19

Ramos, Anabel; Tintoré, Mireia; Bravo, Isabel del Arco

doi:10.1016/j.heliyon.2021.e08443

Cited by 29 publications

(17 citation statements)

References 23 publications

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“…If the students are empowered at schools to be responsible for their own safety and self-care, then they could extrapolate these attitudes outside the school to independently deal with any situation of risk [ 50 ]. This means that just as authors [ 49 , 51 , 52 , 53 ] have indicated, working on the subjects of security at schools with the participation of the students could be something that can be transferred to their everyday realities.…”

Section: Discussionmentioning

confidence: 99%

The Management of Safety Situations and Assumable Risk during Transitions and Recesses in Different Types of Schools

Alarcia

Ramos

Bravo

2022

IJERPH

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The present study aims to analyze the situations of safety and risk perceived during the school transitions and recesses at different types of schools and to determine the level of empowerment of the students to manage situations of risk. The novelty of the study lies in analyzing the best strategy for dealing with risk situations during school transitions and recess. For this purpose, different situations in different types of schools are analyzed. An observational methodology was utilized. The sample was composed of a total of 23 schools, with 69 different observations conducted at different times of the day (morning recess and noon recess, on sunny days and rainy days). The results show that the morning recesses were the safest, and that the schools that serve a great number of at-risk students offered the greatest safety during recess and its transitions. With respect to the level of empowerment of the students, it was observed that they managed the possible risks when the safety guidelines were clear. The study provides evidence showing that when students are clearly aware of recess rules and guidelines, the management of risk situations improves.

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Section: Discussionmentioning

confidence: 99%

The Management of Safety Situations and Assumable Risk during Transitions and Recesses in Different Types of Schools

Alarcia

Ramos

Bravo

2022

IJERPH

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“…The abrupt shift to online teaching and learning and the uncertainties related to the pandemic dramatically impacted the resources available to leaders and their ability to establish positive accountability while recognizing the impact of stress on employees. Flexibility and effective crisis communication are key leadership competencies as leaders manage and support employees ( Dirani et al, 2020 ; McGuinness, 2020 ; Ramos-Pla et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

K-12 school leadership perspectives from the COVID-19 pandemic

Wharton-Beck

Chou

Gilbert

et al. 2022

Policy Futures in Education

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The 2020 global pandemic ushered in an unparalleled call to dramatically shift the focus of how school administrators responded to the COVID-19 pandemic. The transition needed to ensure the continuity of instruction in a distance learning environment demanded a new level of urgency. The long-term impact of COVID-19 presents new leadership challenges and continues to amplify the need for change during the global health crisis. This study aimed to understand the preparedness of school administrators in the United States of America as they responded to the worldwide pandemic and their perceived opportunities and challenges during the COVID-19 pandemic. This case study collected data from a survey and interviews to investigate how school leaders rose to the occasion while working through unprecedented challenges. The findings revealed several new opportunities: visionary leadership, resources to address disparities, increased community partnerships, and innovative instructional models. The challenges faced by school leaders encompassed the digital divide, staffing shortages, online instructional practices, communication with families, and staff professional development. This study offers specific implications for school leaders and educational leadership preparation programs.

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“…The role of the school principal greatly influences the school's progress and the development of human resources in the school (Agustina et al, 2020;Wati et al, 2022). In addition, the role of the school principal is influential in fulfilling the future needs of educators and students to be actively creative and innovative to discover their full potential so that independent learning will be created (Angga & Sofyan, 2022;Ramos-Pla et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Principal's Leadership Role in Implementation of the Independent Curriculum in Elementary School

Putri

Kalstum

2022

j. ilm. sekol. Dasar

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The government's policy of an independent curriculum still needs to be revised for every education staff, especially in elementary schools. Therefore it is essential that the leadership role of a school principal is to carry it out. This study aims to analyze the principal's leadership role in implementing the independent curriculum at Harjowinangun 2 Public Elementary School. This research uses a descriptive qualitative approach with a phenomenological design. Data collection techniques in this study are interviews, observation, and documentation. They are testing the validity of using triangulation techniques of data sources and methods. The data analysis used is Miles and Huberman's interactive model. The results of this study show that the principal acts as a leader in program implementation and a manager in managing and is responsible for program collaboration that will be carried out both from the learning aspect and the project to strengthen the Pancasila student profile. The principal is the most significant motivator who can influence and encourage teachers and students to improve their intellect and skills through good role models to implement the independent curriculum successfully. The implementation of the independent curriculum can be successful through the leadership and role of the principal and good cooperation with teachers and other stakeholders.

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Leadership in times of crisis. School principals facing COVID-19

Cited by 29 publications

References 23 publications

The Management of Safety Situations and Assumable Risk during Transitions and Recesses in Different Types of Schools

The Management of Safety Situations and Assumable Risk during Transitions and Recesses in Different Types of Schools

K-12 school leadership perspectives from the COVID-19 pandemic

The Principal's Leadership Role in Implementation of the Independent Curriculum in Elementary School

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