Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study

Pedroso, John Erwin Prado; Siason, Nordy D.; Siason, Amabel Tangco

doi:10.32996/ijahs.2021.1.1.12

Cited by 7 publications

(5 citation statements)

References 31 publications

(48 reference statements)

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“…These practices included being collaborative, relying on peer support, recognizing the needs of their staff, and being proactive. These findings echo findings from Pedroso et al (2021) interviews with school principals about their leadership practices during the COVID-19 pandemic. Whether intentional or not, educational leaders implemented strengths-based leadership during uncertain times.…”

Section: Adjusting Leadership Practices and Communal Copingsupporting

confidence: 68%

Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic

Movahedazarhouligh,

Jones

2024

J Child Edu Soc

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Early childhood (EC) directors played a critical role in the successful operation of childcare centers during the COVID-19 Pandemic. Directors were responsible for adhering to health and safety protocols and caring for the well-being of their staff, children, and families. Due to the need to remain open for other first responders’ families, Directors were challenged with fluctuating numbers of staff and children, and in other cases, they were tasked with transitioning their programs online to serve children. This study examines 10 US EC Directors’ perspectives and leadership experiences during the Pandemic. From interviews with the participants, themes emerged to illustrate how EC Directors utilized adaptive leadership skills and strengths-based leadership. Findings from this study are beneficial not only to understand how EC Directors led during the Pandemic, but also which skills, resources, and supports are necessary for future times of crises and challenging times. This article offers recommendations for researchers, policymakers, and other decision-makers on how best to support EC Directors in future times of uncertainty.

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Section: Adjusting Leadership Practices and Communal Copingsupporting

confidence: 68%

Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic

Movahedazarhouligh,

Jones

2024

J Child Edu Soc

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“…In addition, in the research conducted (Wanto, 2021), there is a positive relationship between situational leadership style and school climate on teacher integrity. Situational leadership practices need to be applied to strengthen the instructional and administrative duties of school principals, especially during times of global crisis (Pedroso et al, (2021), as well as the emergence of situational leadership during the COVID-19 pandemic called the new normal leadership (Francisco & Nuqui, 2020). The general conclusion from studies of situational leadership practices in schools from various countries shows that the principal's leadership style is very important for an organization, especially educational institutions.…”

Section: Resultsmentioning

confidence: 99%

Situational Leadership Practices in School: A Literature Review

Sari¹

2022

ijcsrr

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The importance of situational leadership practices in schools is interesting to study. The purpose of this literature review is to analyze situational leadership practices in schools. The articles used in this literature review are articles obtained using the “Google Scholar” database by entering the keyword “situational leadership”. There are several literature reviews on situational leadership in schools that were found. Based on the results of literature studies from various countries in the world, it was found that situational leadership style can develop work motivation, improve teacher performance and can increase teacher commitment to the organization.

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“…In the context of the pandemic, professional capital has become even more important, as there have been significant changes in the way people work, along with the skills and knowledge needed to adapt to these changes. Pedroso et al (2021) found that those school leaders who had greater professional capital were more effective in their response to the pandemic.…”

Section: Findings and Discussionmentioning

confidence: 99%

Learning analytics for enhanced professional capital development: a systematic review

de La Hoz-Ruiz,

Khalil,

Domingo Segovia

et al. 2024

Front. Psychol.

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Background/MotivationThis article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital.AimThe study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA.MethodologyTo address the research objectives, a systematic review was conducted focusing on the key concepts “learning analytics” and “professional capital.” Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process.Principal findingsThe findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking.Conclusion/SignificanceIn conclusion, the study highlights the paramount significance of addressing teachers’ professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID−19 pandemic.

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Principal’s Leadership Practices during the COVID 19 Pandemic: An Exploratory Study

Cited by 7 publications

References 31 publications

Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic

Leading in times of uncertainty: Early childhood directors navigating the COVID-19 pandemic

Situational Leadership Practices in School: A Literature Review

Learning analytics for enhanced professional capital development: a systematic review

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