School leaders' perceptions of their roles during the pandemic: an Australian case study exploring volatility, uncertainty, complexity and ambiguity (VUCA leadership)

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-03-02 DOI:10.1080/13632434.2022.2045268

N. Sum

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引用次数: 7

Abstract

ABSTRACT As COVID-19 unfurled around the world in early 2020, it triggered volatility, uncertainty, complexity and ambiguity (VUCA) for school leaders. This study explores the experiences of four school leaders, working in inner Melbourne, Australia, through a VUCA lens, and identifies their perceptions of such contextual disruption. Data were collected through focus group meetings over the initial phase of the pandemic in 2020. Findings illustrate the ways in which the school leaders perceived changes to their role and relationships, alongside their experiences of reprioritising approaches to their work and wellbeing. From the findings, implications are discussed for leadership preparation programmes, the rebalancing of ongoing professional learning for leaders and the need to resource and support school leaders’ wellbeing through and beyond this challenge as they negotiate the ‘new normal’. This case study is an empirical contribution to the collective effort of scholars immersed in the discourse of school leadership generated in this critical time and context.

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学校领导对其在疫情期间所扮演角色的看法:一项探讨波动性、不确定性、复杂性和模糊性的澳大利亚案例研究(VUCA领导)

随着2019冠状病毒病在2020年初在全球蔓延，它给学校领导带来了波动性、不确定性、复杂性和模糊性(VUCA)。本研究通过VUCA视角探讨了四位在澳大利亚内墨尔本工作的学校领导的经历，并确定了他们对这种情境破坏的看法。通过焦点小组会议收集了2020年大流行初期阶段的数据。调查结果说明了学校领导如何看待他们的角色和关系的变化，以及他们重新确定工作和幸福方式的经验。根据调查结果，讨论了领导力准备计划的影响，正在进行的领导者专业学习的再平衡，以及在他们谈判“新常态”时，为学校领导者提供资源和支持的必要性。本案例研究是对沉浸在这一关键时期和背景下产生的学校领导话语的学者集体努力的经验贡献。

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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.