Principals’ decision-making as correlates of crisis management in south-west Nigerian secondary schools

Oredein, Afolakemi Olasumbo

doi:10.5172/ijpl.6.1.62

Cited by 6 publications

(8 citation statements)

References 1 publication

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“…Mutch (2015) examined principals after the earthquakes in Canterbury, New Zealand, and found that principals considered dispositional, contextual, and relational factors that influenced their responses to the crisis. In a study conducted in Nigeria, Oredein (2010) concluded there was a "statistically significant contribution made by principals' decision-making competence within crisis management situations in South-West Nigerian secondary schools" (p. 62). Other studies have found principals respond to crises across the globe in a variety of ways (Javed & Niazi, 2015;Mahfouz et al, 2020;O'Connor and Takahashi, 2014).…”

Section: Principals Responses To Crisismentioning

confidence: 99%

“…Responding quickly to crises is not rare for school leaders. School principals are frequently presented with varying crises such as school shootings, pandemics (e.g., coronavirus), and extreme weather events that require their immediate attention (Oredein, 2010). Consequently, principals are ever more dependent on receiving high quality and well-vetted information to make decisions.…”

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confidence: 99%

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Leading Through the “Influx:” Leadership Responses and the Influence of a Political Spectacle

Virella

2020

Journal of School Leadership

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Principals encounter numerous crises, such as migration influxes. Relevant literature explains principals respond to these crises in a variety of ways. However, there is a dearth in the literature that examines what influences principals’ responses through a crisis. The purpose of this phenomenological qualitative case study broadly asks, how, if at all, did principals respond to the “influx” of Puerto Rican students, and what factors influenced how the principals’ responded? By applying political spectacle theory, the findings of this study revealed two categories of response: preparing for the influx and recalibration after the influx did not occur. The insights gained from this study extend the knowledge base about principals and how political spectacles influence their responses during a crisis.

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Section: Principals Responses To Crisismentioning

confidence: 99%

mentioning

confidence: 99%

Leading Through the “Influx:” Leadership Responses and the Influence of a Political Spectacle

Virella

2020

Journal of School Leadership

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“…Research literature both inside and outside education has suggested several critical competencies for crisis leadership, including agile decision-making skills (Albanese & Paturas, 2018; Oredein, 2010; Schechter et al, 2022), the ability to develop and maintain internal and external relationships through influence (Sutherland, 2017), and the ability to identify and disseminate resources in managing a crisis (Tipler et al, 2018; Waters-Johnson, 2013). While these studies have well documented each of these competencies, limited empirical research has considered the inclusion of these competencies when examining crisis leadership (Cloninger, 2018; Sutherland, 2017).…”

Section: Introductionmentioning

confidence: 99%

Framing K-12 School Leaders’ Roles and Competencies in Times of Crisis

Williams

Liou

2023

Journal of School Leadership

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This qualitative study explores school leaders’ (principals and assistant principals) perspectives on crisis leadership roles and their competencies in responding to and managing a crisis. The role of school leaders has become increasingly disrupted by unexpected incidents that are diverse and complex in nature. As such, their knowledge of crisis leadership roles and competencies is critical for schools’ effectiveness in an era of crisis management. The study draws on complex adaptive system theory (CAST) to explore the roles necessary for school leaders to become crisis leaders and analyze school leaders’ experiences and responses to crises in the educational setting. This study investigates qualitative interview data from 20 principals and assistant principals who were knowledgeable of safety protocols and experienced a crisis in one southern K-12 school district in the United States. Data analysis yielded three main leadership roles: (a) agile decision-maker, (b) influencer, and (c) coordinator. Each role is supported with interview data and literature to describe the competencies that guide the action of leaders as they respond to and manage a crisis. The roles support school leaders in reshaping their understanding of a crisis leader, and the competencies explain the actions during crisis response for a school leader. Exploring school leadership roles to manage a crisis in the K-12 system contributes to the literature on crisis leadership in the educational setting during a crisis.

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“…Although previous research on educational systems in times of crisis has focused on crises such as terrorist attacks ( Brickman et al., 2004 ), natural disasters such as hurricanes Katrina ( Bishop et al, 2015 ) and Harvey ( Hemmer and Elliff, 2019 ), and school shootings ( Connolly-Wilson and Reeves, 2013 ; Oredein, 2010 ), research on educational leadership during global health crises remains scarce, calling for broader empirical investigations and conceptual frameworks ( Gurr, 2020 ; Harris, 2020 ). This is especially important to promote an understanding of the unique dynamic in leading schools over the sustained period of a global pandemic crisis.…”

Section: Introductionmentioning

confidence: 99%

Crisis leadership: Principals’ metaphors during COVID-19

Da’as¹,

Qadach²,

Schechter³

2023

Educational Management Administration & Leadership

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The roles of school principals changed during the Covid-19 pandemic, alongside all changes in the school system and society. Exploring the metaphors they used, the current qualitative research is an exploration of 42 Israeli Arab and Jewish middle-school principals’ interpretations of their leadership role in the time of crisis. Analysis of semistructured interviews yielded three themes: the organizational role, the professional role, and the emotional role. The metaphors expressed the principals’ perceptions of what was required from them during the pandemic. Metaphors can simplify complexities and break down that which is abstract and incomprehensible into understandable images, thus illuminating school principals’ reflection on their role during the pandemic crisis. This study expands the currently limited knowledge on how principals interpret their role during crisis times and provides implications and further research avenues.

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Principals’ decision-making as correlates of crisis management in south-west Nigerian secondary schools

Cited by 6 publications

References 1 publication

Leading Through the “Influx:” Leadership Responses and the Influence of a Political Spectacle

Leading Through the “Influx:” Leadership Responses and the Influence of a Political Spectacle

Framing K-12 School Leaders’ Roles and Competencies in Times of Crisis

Crisis leadership: Principals’ metaphors during COVID-19

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