Support mechanisms utilised by educational leaders during COVID-19: experiences from the Western Australian public education school sector

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-09-04 DOI:10.1080/13632434.2022.2116568

Rashmi Watson, U. Singh

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引用次数: 2

Abstract

ABSTRACT Effective leadership is recognised as the second most impactful variable influencing student achievement and promoting teaching quality (Bush 2021; Leithwood et al. 2020). The paper reports on the perceptions of educational leaders in the Western Australian public education system about: their leadership capability, support mechanisms and perceived lessons and opportunities for educational practice during COVID-19. Leading educational institutions is a demanding role requiring effective leadership skills in pre-COVID-19 pandemic times, and is an evolving, learning curve for leaders continuing to have an ongoing global impact.This paper reports on a subset of results from a larger study conducted via an online survey in 2021 after a second brief lockdown in Western Australia (WA) early in 2021 to capture leaders’ voices at the peak period of applying leadership in practice. Data were gathered from a targeted cohort of leaders including School Principals, Associates/Deputy Principals, School Managers and Heads of Years. Respondents identified their top concerns as health and wellbeing, online learning, and operational factors. Leaders identified support mechanisms from their own colleagues and networks, support received from the central department of education and drawing on their own leadership skill set of personal attributes to self-manage in the crisis period.

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教育领导者在2019冠状病毒病期间使用的支持机制:来自西澳大利亚公立教育学校部门的经验

有效的领导被认为是影响学生成绩和提高教学质量的第二大最具影响力的变量(Bush 2021;Leithwood et al. 2020)。本文报告了西澳大利亚州公共教育系统中教育领导者对以下方面的看法:他们的领导能力、支持机制以及在COVID-19期间教育实践的经验教训和机会。在2019冠状病毒病大流行之前，领先的教育机构是一个要求很高的角色，需要有效的领导技能，对于继续产生持续全球影响的领导者来说，这是一个不断发展的学习曲线。本文报告了2021年初西澳大利亚州(WA)第二次短暂封锁后，2021年通过在线调查进行的一项更大规模研究的结果子集，以捕捉领导者在实践中应用领导力的高峰期的声音。数据收集的对象包括学校校长、助理/副校长、学校管理人员和年级负责人。受访者认为他们最关心的是健康和福祉、在线学习和运营因素。领导者从自己的同事和网络中确定了支持机制，从中央教育部门获得了支持，并利用自己的领导技能和个人属性在危机时期进行自我管理。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.