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

Year 2021, Volume: 6 Issue: 2, 515 - 552, 30.06.2021
https://doi.org/10.30828/real/2021.2.5

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.

Supporting Institution

University of Tennessee, Knoxville

Project Number

N/A

References

  • Ahlström, B., Leo, U., Norqvist, L., & Isling, P. P. (2020). School Leadership as (Un)usual. Insights From Principals in Sweden During a Pandemic. International Studies in Educational Administration, 48(2), 35–41.
  • Akbaba-Altun, S. (2005). Turkish school principals’ earthquake experiences and reactions. International Journal of Educational Management, 19(4), 307–317.
  • Anderson, R. E., & Carter, I. (1990). Human behavior in the social environment: A social systems approach (4th Rev. ed.). New York, NY: Aldine de Gruyter.
  • Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice and leadership (5th ed.). Jossey-Bass.
  • Bishop, W., Fifolt, M., Peters, G., Gurley, D., & Collins, L. (2015). Perceptions and experiences of K-12 educational leaders in response to the 27 April 2011 tornadoes. School Leadership & Management, 35(2), 215–235.
  • Brown, C. (2018). The Role of Leadership in Surviving a School Shooting. Journal of Cases in Educational Leadership, 21(2), 3–14. https://doi.org/10.1177/1555458917735357
  • Fletcher, J., & Nicholas, K. (2016). What can school principals do to support students and their learning during and after natural disasters? Educational Review, 68(3), 358–374. https://doi.org/10.1080/00131911.2015.1114467
  • Fournier, E., Scott, S., & Scott, D. E. (2020). Inclusive Leadership During the COVID- 19 Pandemic: How to Respond Within an Inclusion Framework (Canada). International Studies in Educational Administration, 48(1), 17–23.
  • Gyang, T. S. (2020). Educational Leadership Response to the COVID-19 Pandemic Crisis in Nigeria. International Studies in Educational Administration, 48(3). 73-79.
  • Hauseman, C., Darazsi, S., & Kent, S. (2020). Collaboration, Communication and Wellness: Response to the COVID-19 Pandemic in Manitoba (Canada) Schools. International Studies in Educational Administration, 48(2), 70–77.
  • Hoy, A. W., & Hoy, W. K. (2020). Instructional leadership: A research-based guide to learning in schools (5th ed.). Pearson.
  • Imberman, S., Kugler, A., & Sacerdote, B. (2009). Katrina’s children: Evidence on the structure of peer effects from hurricane evacuees.
  • Li, A., Harries, M., & Ross, L. (2020). Reopening K-12 Schools in the Era of COVID-19: Review of State-level Guidance Addressing Equity Concerns. The Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2020.08.069.
  • Martinez, J. A., Williams, C. & Uy, F. (2020). Effects of a collaborative, technology-based intervention involving school principals to retain early-career teachers: A scaled, quantitative research study. Journal of Leadership, Equity and Research. 7 (1). 1-28.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.
  • Miles, M. B., Huberman, A. M., & Saldaña, J (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
  • Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186–194. https://doi.org/10.1016/j.ijdrr.2015.06.005
  • O’Connell, A., & Clarke, S. (2020). A School in the Grip of COVID-19: Musings From the Principal’s Office (Australia). International Studies in Educational Administration, 48(2), 4–11.
  • Orren, D. & Smith, R. (2013). Human Behavior and the Social Environment. (7th ed.) Upper Saddle River, NJ: Pearson.
  • Ozmen, F. (2006). The level of preparedness of the schools for disasters from the aspect of the school principals. Disaster Prevention and Management: An International Journal, 15(3), 383–395. https://doi.org/10.1108/09653560610669873
  • Parsons, T. (1959). The school class as a social system: Some of its functions in American society. Harvard Educational Review, 29(1), 297–318.
  • Pepper, M. J., T. D. London, M. L. Dishman, and J. L. Lewis. 2010. Leading Schools during Crisis: What School Administrators Must Know. Lanham: Rowman & Littlefield Education.
  • Pollock, K. (2020). School Leaders’ Work During the COVID-19 Pandemic: A Two-Pronged Approach (Canada). International Studies in Educational Administration, 48(3), 38–44.
  • Sherrieb, K., Louis, C., Pfefferbaum, R., Betty Pfefferbaum, J., Diab, E., & Norris, F. (2012). Assessing community resilience on the US coast using school principals as key informants. International Journal of Disaster Risk Reduction, 2, 6–15. https://doi.org/10.1016/j.ijdrr.2012.06.001
  • Sider, S. R. (2020). School Principals and Students With Special Education Needs in a Pandemic: Emerging Insights From Ontario, Canada. International Studies in Educational Administration, 48(2), 78–84.
  • Stasel, R. S. (2020). Learning to Walk All Over Again: Insights From Some International School Educators and School Leaders in South, Southeast and East Asia During the COVID Crisis. International Studies in Educational Administration, 48(3), 95–101.
  • Stone-Johnson, C. and Miles Weiner, J. (2020), "Principal professionalism in the time of COVID-19", Journal of Professional Capital and Community, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JPCC-05-2020-0020
  • Tarrant, R. (2011). Leadership through a school tragedy: A case study (Part 1 - The first week). Australian Journal of Disaster and Trauma Studies, 2011-3.
  • Tarrant, R. (2011). Leadership through a school tragedy: a case study (Part 2-The Next Two Years). Australasian Journal of Disaster and Trauma Studies., 2011(3), 77–87. https://doi.org/info:doi/
  • Teddie, C. & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications.
  • Tschannen-Moran, M. & Gareis, C. R. (2014). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5). 573-585.
  • U.S. Centers for Disease Control and Prevention. Guidance for schools and child care: plan, prepare, and respond to coronavirus disease 2019 (COVID-19). Accessed July 23, 2020. https://www.cdc.gov/coronavirus/2019-ncov/community/ schools-childcare/guidance-for-schools.html
  • U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Healthy Students. (2013). Guide for developing high-quality school emergency operations plans.
  • Zhang, T. (2020). Learning from the emergency remote teaching- learning in China when primary and secondary schools were disrupted by COVID-19 pandemic. doi:https://doi.org/10.21203/rs.3.rs-40889/v1
Year 2021, Volume: 6 Issue: 2, 515 - 552, 30.06.2021
https://doi.org/10.30828/real/2021.2.5

Abstract

Project Number

N/A

References

  • Ahlström, B., Leo, U., Norqvist, L., & Isling, P. P. (2020). School Leadership as (Un)usual. Insights From Principals in Sweden During a Pandemic. International Studies in Educational Administration, 48(2), 35–41.
  • Akbaba-Altun, S. (2005). Turkish school principals’ earthquake experiences and reactions. International Journal of Educational Management, 19(4), 307–317.
  • Anderson, R. E., & Carter, I. (1990). Human behavior in the social environment: A social systems approach (4th Rev. ed.). New York, NY: Aldine de Gruyter.
  • Bolman, L. G. & Deal, T. E. (2013). Reframing organizations: Artistry, choice and leadership (5th ed.). Jossey-Bass.
  • Bishop, W., Fifolt, M., Peters, G., Gurley, D., & Collins, L. (2015). Perceptions and experiences of K-12 educational leaders in response to the 27 April 2011 tornadoes. School Leadership & Management, 35(2), 215–235.
  • Brown, C. (2018). The Role of Leadership in Surviving a School Shooting. Journal of Cases in Educational Leadership, 21(2), 3–14. https://doi.org/10.1177/1555458917735357
  • Fletcher, J., & Nicholas, K. (2016). What can school principals do to support students and their learning during and after natural disasters? Educational Review, 68(3), 358–374. https://doi.org/10.1080/00131911.2015.1114467
  • Fournier, E., Scott, S., & Scott, D. E. (2020). Inclusive Leadership During the COVID- 19 Pandemic: How to Respond Within an Inclusion Framework (Canada). International Studies in Educational Administration, 48(1), 17–23.
  • Gyang, T. S. (2020). Educational Leadership Response to the COVID-19 Pandemic Crisis in Nigeria. International Studies in Educational Administration, 48(3). 73-79.
  • Hauseman, C., Darazsi, S., & Kent, S. (2020). Collaboration, Communication and Wellness: Response to the COVID-19 Pandemic in Manitoba (Canada) Schools. International Studies in Educational Administration, 48(2), 70–77.
  • Hoy, A. W., & Hoy, W. K. (2020). Instructional leadership: A research-based guide to learning in schools (5th ed.). Pearson.
  • Imberman, S., Kugler, A., & Sacerdote, B. (2009). Katrina’s children: Evidence on the structure of peer effects from hurricane evacuees.
  • Li, A., Harries, M., & Ross, L. (2020). Reopening K-12 Schools in the Era of COVID-19: Review of State-level Guidance Addressing Equity Concerns. The Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2020.08.069.
  • Martinez, J. A., Williams, C. & Uy, F. (2020). Effects of a collaborative, technology-based intervention involving school principals to retain early-career teachers: A scaled, quantitative research study. Journal of Leadership, Equity and Research. 7 (1). 1-28.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco: John Wiley & Sons.
  • Miles, M. B., Huberman, A. M., & Saldaña, J (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
  • Mutch, C. (2015). Leadership in times of crisis: Dispositional, relational and contextual factors influencing school principals’ actions. International Journal of Disaster Risk Reduction, 14, 186–194. https://doi.org/10.1016/j.ijdrr.2015.06.005
  • O’Connell, A., & Clarke, S. (2020). A School in the Grip of COVID-19: Musings From the Principal’s Office (Australia). International Studies in Educational Administration, 48(2), 4–11.
  • Orren, D. & Smith, R. (2013). Human Behavior and the Social Environment. (7th ed.) Upper Saddle River, NJ: Pearson.
  • Ozmen, F. (2006). The level of preparedness of the schools for disasters from the aspect of the school principals. Disaster Prevention and Management: An International Journal, 15(3), 383–395. https://doi.org/10.1108/09653560610669873
  • Parsons, T. (1959). The school class as a social system: Some of its functions in American society. Harvard Educational Review, 29(1), 297–318.
  • Pepper, M. J., T. D. London, M. L. Dishman, and J. L. Lewis. 2010. Leading Schools during Crisis: What School Administrators Must Know. Lanham: Rowman & Littlefield Education.
  • Pollock, K. (2020). School Leaders’ Work During the COVID-19 Pandemic: A Two-Pronged Approach (Canada). International Studies in Educational Administration, 48(3), 38–44.
  • Sherrieb, K., Louis, C., Pfefferbaum, R., Betty Pfefferbaum, J., Diab, E., & Norris, F. (2012). Assessing community resilience on the US coast using school principals as key informants. International Journal of Disaster Risk Reduction, 2, 6–15. https://doi.org/10.1016/j.ijdrr.2012.06.001
  • Sider, S. R. (2020). School Principals and Students With Special Education Needs in a Pandemic: Emerging Insights From Ontario, Canada. International Studies in Educational Administration, 48(2), 78–84.
  • Stasel, R. S. (2020). Learning to Walk All Over Again: Insights From Some International School Educators and School Leaders in South, Southeast and East Asia During the COVID Crisis. International Studies in Educational Administration, 48(3), 95–101.
  • Stone-Johnson, C. and Miles Weiner, J. (2020), "Principal professionalism in the time of COVID-19", Journal of Professional Capital and Community, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JPCC-05-2020-0020
  • Tarrant, R. (2011). Leadership through a school tragedy: A case study (Part 1 - The first week). Australian Journal of Disaster and Trauma Studies, 2011-3.
  • Tarrant, R. (2011). Leadership through a school tragedy: a case study (Part 2-The Next Two Years). Australasian Journal of Disaster and Trauma Studies., 2011(3), 77–87. https://doi.org/info:doi/
  • Teddie, C. & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE Publications.
  • Tschannen-Moran, M. & Gareis, C. R. (2014). Principals’ sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42(5). 573-585.
  • U.S. Centers for Disease Control and Prevention. Guidance for schools and child care: plan, prepare, and respond to coronavirus disease 2019 (COVID-19). Accessed July 23, 2020. https://www.cdc.gov/coronavirus/2019-ncov/community/ schools-childcare/guidance-for-schools.html
  • U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Healthy Students. (2013). Guide for developing high-quality school emergency operations plans.
  • Zhang, T. (2020). Learning from the emergency remote teaching- learning in China when primary and secondary schools were disrupted by COVID-19 pandemic. doi:https://doi.org/10.21203/rs.3.rs-40889/v1
There are 34 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

James Martınez

Lisa Amick This is me 0000-0002-6107-5087

Sydney Mcabee This is me 0000-0002-0523-0302

Project Number N/A
Publication Date June 30, 2021
Published in Issue Year 2021 Volume: 6 Issue: 2

Cite

APA Martınez, J., Amick, L., & Mcabee, S. (2021). The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens. Research in Educational Administration and Leadership, 6(2), 515-552. https://doi.org/10.30828/real/2021.2.5
AMA Martınez J, Amick L, Mcabee S. The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens. REAL. June 2021;6(2):515-552. doi:10.30828/real/2021.2.5
Chicago Martınez, James, Lisa Amick, and Sydney Mcabee. “The Reopening of a School During the COVID-19 Pandemic: An Administrative Lens”. Research in Educational Administration and Leadership 6, no. 2 (June 2021): 515-52. https://doi.org/10.30828/real/2021.2.5.
EndNote Martınez J, Amick L, Mcabee S (June 1, 2021) The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens. Research in Educational Administration and Leadership 6 2 515–552.
IEEE J. Martınez, L. Amick, and S. Mcabee, “The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens”, REAL, vol. 6, no. 2, pp. 515–552, 2021, doi: 10.30828/real/2021.2.5.
ISNAD Martınez, James et al. “The Reopening of a School During the COVID-19 Pandemic: An Administrative Lens”. Research in Educational Administration and Leadership 6/2 (June 2021), 515-552. https://doi.org/10.30828/real/2021.2.5.
JAMA Martınez J, Amick L, Mcabee S. The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens. REAL. 2021;6:515–552.
MLA Martınez, James et al. “The Reopening of a School During the COVID-19 Pandemic: An Administrative Lens”. Research in Educational Administration and Leadership, vol. 6, no. 2, 2021, pp. 515-52, doi:10.30828/real/2021.2.5.
Vancouver Martınez J, Amick L, Mcabee S. The Reopening of a School during the COVID-19 Pandemic: An Administrative Lens. REAL. 2021;6(2):515-52.


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