The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens

Year 2021, , 515 - 552, 30.06.2021

James Martınez , Lisa Amick Sydney Mcabee

https://doi.org/10.30828/real/2021.2.5

Cited By: 2

Abstract

In an effort to investigate school administrator self-efficacy during the COVID-19 pandemic, two public high school administrators in a Southeastern U. S. state were interviewed via computer teleconferencing during the first six weeks of the 2020-2021 school year. Additionally, the participants were surveyed before and after the study using questions from the Principal Self-Efficacy Survey (PSES) (Tschannen-Moran & Gareis, 2004) as well as researcher-developed questions specifically related to work life during the pandemic. Using open systems theory as a theoretical perspective, the study revealed six emergent themes: (a) technology access/instruction, (b) informational/procedural ambiguity, (c) resource dependency, (d) policy adaptability, (e) stakeholder disposition, and (f) methods of communication. Focused on a principal and assistant principal at a single high school, this case-study illuminates the personal and professional challenges faced by these administrators during the COVID-19 pandemic.

Keywords

administration, self-efficacy, equity, pandemic

Supporting Institution

University of Tennessee, Knoxville

Project Number

N/A

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