Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2023-01-29 DOI:10.1080/13632434.2022.2164267

G. Murphy, Dympna Devine

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引用次数: 5

Abstract

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.

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危机和变革时期的意义:爱尔兰小学校长和Covid-19大流行

儿童学校生活(CSL)研究提供了一个独特的机会，从学校校长那里学习第一手资料，作为一项大型全国性研究的一部分，研究他们在危机时期领导教学和学习方面的意义。主要的相互关联的发现包括:(1)校长、教师和更广泛的学校社区之间的关系和沟通的中心地位;(2)对教学和课程领导的系统性和与学校相关的挑战和支持;(3)危机期间领导的情绪强度及其对学校个人和集体幸福感的影响;(4)学校内部和学校与系统之间的协作实践的价值和作用，包括学校自我评估的努力，以建立领导影响，进而为校长和领导团队的意义制定和适应性领导提供信息。调查结果是通过案例研究学校的11位校长的回应来确定的。在对语义构建进行理论观察的同时，提出了实践建议。在危机和变化的背景下，重新关注学校领导力学习和发展的特殊支持和挑战也是必要的，并在这方面讨论了问题和可能性。

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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.