Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform.
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| Title: | Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform. |
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| Authors: | Ganon-Shilon, Sherry1 (AUTHOR) sherryganon@yahoo.com, Finkelstein, Idit1 (AUTHOR) crisis.idit.f@ono.ac.il, Sela-Shayovitz, Revital1 (AUTHOR) revital.s@ono.ac.il, Schechter, Chen2 (AUTHOR) chen.schechter@biu.ac.il |
| Source: | Leadership & Policy in Schools. Oct-Dec2023, Vol. 22 Issue 4, p992-1012. 21p. 2 Charts. |
| Subject Terms: | *School administrators, *COVID-19 pandemic, Inclusive leadership, National unification, Reforms |
| Abstract: | COVID-19 requires educational leaders to collectively make sense of their inclusive practices. This qualitative study explores how COVID-19 crisis shaped Israeli superintendents' and principals' role in fostering school sense-making processes during a reform based on Amendment No. 11 to the Special Education Law. Data were collected with 22 Jewish and Arab district and school leaders via Zoom interviews. Data analysis yielded three major themes: (1) Developing a shared vision and direction; (2) Building school capacity for inclusion: (a) nurturing a culture of collective responsibility (b) maintaining mental-resilience skills and well-being; and (3) Fostering school collaboration and trust with stakeholders. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | COVID-19 requires educational leaders to collectively make sense of their inclusive practices. This qualitative study explores how COVID-19 crisis shaped Israeli superintendents' and principals' role in fostering school sense-making processes during a reform based on Amendment No. 11 to the Special Education Law. Data were collected with 22 Jewish and Arab district and school leaders via Zoom interviews. Data analysis yielded three major themes: (1) Developing a shared vision and direction; (2) Building school capacity for inclusion: (a) nurturing a culture of collective responsibility (b) maintaining mental-resilience skills and well-being; and (3) Fostering school collaboration and trust with stakeholders. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15700763 |
| DOI: | 10.1080/15700763.2022.2052907 |
