| Title: |
Leading during Long-Term Crises: An Analysis of Perceived Effectiveness Leadership in K-12 Schools |
| Language: |
English |
| Authors: |
Reva Mathieu-Sher (ORCID 0000-0003-2100-0141); James Coviello (ORCID 0000-0002-3017-1818) |
| Source: |
Journal of Educational Administration. 2024 62(5):559-572. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Leadership Effectiveness; Private Schools; Leadership Styles; Emotional Intelligence; School Culture; Altruism; Trust (Psychology); Organizational Climate; Morale; Group Membership; Paraprofessional School Personnel; Special Schools; Special Education; Special Education Teachers; Principals; Attitudes; COVID-19; Pandemics; Long Range Planning; Crisis Management |
| Geographic Terms: |
Maine |
| DOI: |
10.1108/JEA-04-2024-0132 |
| ISSN: |
0957-8234; 1758-7395 |
| Abstract: |
Purpose: This research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises. Design/methodology/approach: Empirical data were derived from a purposeful sample of school leaders, teachers and paraprofessionals in Maine. Demographic information and semi-structured interviews were analyzed using a complexity leadership framework and a qualitative interpretive phenomenological approach (IPA). Findings: The analysis revealed four major themes, including (1) presence, approachability and availability; (2) the need for high emotional intelligence; (3) creating a culture of idea-sharing, compassion, trust, community building and value and (4) understanding and acting on the complexity of long-term crisis. Research limitations/implications: The research took place in one state and within one subset of specialized schools, thus limiting applicability to leadership outside this subset of schools and in other states. Practical implications: The results can directly support identification of strategies for leaders in schools where long-term crisis is a factor. Originality/value: Current research explores factors and strategies for understanding and supporting teachers and paraprofessionals in schools during short-term crises (i.e. school shootings, natural disasters) but largely neglects how to support teachers and paraprofessionals experiencing long-term crises in school settings which is increasing in prevalence post COVID-19. Results and implications of leaders and staff were explored and analyzed in schools that experience long-term crises. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1446293 |
| Database: |
ERIC |