Educational leadership support for work transitions during COVID-19: perceptions of K-12 teachers in United States and China

ABSTRACT The purpose of this study was to explore the educational leadership support as perceived by K-12 teachers and leadership effectiveness in addressing the work transition during the COVID-19 pandemic in two countries: China and the U.S. In this exploratory study, sixteen K-12 teachers from China and the U.S. were interviewed. Our findings indicated that participants received educational leadership support in daily tasks, well-being, and training and development. Participants also indicated that their leaders helped them cope with the work transition by empowering and inspiring them. However, the leaders also faced challenges including limited resources and lack of authorization from upper-level administration. Differences in educational leadership were identified between China and the U.S. in terms of communication and trust-building, work-life/family balance, and safety. This study provides insights for educational leaders and HRD professionals on strategies to support teachers in a crisis such as the pandemic.