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Adaptive Leadership Practices: High School Leadership in Maine during the COVID-19 Crisis

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Title: Adaptive Leadership Practices: High School Leadership in Maine during the COVID-19 Crisis
Language: English
Authors: Ryan B. Crane
Source: ProQuest LLC. 2022Ed.D. Dissertation, The University of Maine.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 136
Publication Date: 2022
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Secondary Education
Descriptors: High Schools, Instructional Leadership, COVID-19, Pandemics, Crisis Management, Adjustment (to Environment), Personality Traits, Educational Practices, Administrators, School Closing, Leadership Styles, Individual Development
Geographic Terms: Maine
ISBN: 979-83-526-4325-9
Abstract: This research focuses on leadership decisions by high school administrators in Maine in response to school closures and subsequent reopening plans due the Covid-19 pandemic. The purpose of this study was to learn the degree to which adaptive leadership was used as a leadership approach in response to a unique, complex and dynamic set of challenges, and to discover how the theories of constructive development influenced administrators' comfort with adaptive work. Adaptive leadership is identified as the focus for this study based on the unprecedented magnitude of adaptive challenges caused by the Covid-19 pandemic for school systems throughout the state of Maine. High schools were intentionally chosen as the environment for inquiry due to organizational dynamics this study identifies as a barrier to adaptive leadership (Bowles & Gintis, 1978). To understand how high school administrators led during the Covid-19 crisis, the researcher interviewed fourteen principals throughout Maine using a two-part interview protocol. The first part focused on the administrator's professional history and development as a school leader, while the second part was conducted to better understand how administrators implemented collaborative and adaptive leadership strategies from the months of March 2020 to the reopening of schools. Interviews were transcribed and coded for emerging themes related to adaptive leadership and cognitive development theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29385973
Accession Number: ED648632
Database: ERIC
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  Data: Adaptive Leadership Practices: High School Leadership in Maine during the COVID-19 Crisis
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  Data: <searchLink fieldCode="DE" term="%22Maine%22">Maine</searchLink>
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  Data: This research focuses on leadership decisions by high school administrators in Maine in response to school closures and subsequent reopening plans due the Covid-19 pandemic. The purpose of this study was to learn the degree to which adaptive leadership was used as a leadership approach in response to a unique, complex and dynamic set of challenges, and to discover how the theories of constructive development influenced administrators' comfort with adaptive work. Adaptive leadership is identified as the focus for this study based on the unprecedented magnitude of adaptive challenges caused by the Covid-19 pandemic for school systems throughout the state of Maine. High schools were intentionally chosen as the environment for inquiry due to organizational dynamics this study identifies as a barrier to adaptive leadership (Bowles & Gintis, 1978). To understand how high school administrators led during the Covid-19 crisis, the researcher interviewed fourteen principals throughout Maine using a two-part interview protocol. The first part focused on the administrator's professional history and development as a school leader, while the second part was conducted to better understand how administrators implemented collaborative and adaptive leadership strategies from the months of March 2020 to the reopening of schools. Interviews were transcribed and coded for emerging themes related to adaptive leadership and cognitive development theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 136
    Subjects:
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: School Closing
        Type: general
      – SubjectFull: Leadership Styles
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      – SubjectFull: Individual Development
        Type: general
      – SubjectFull: Maine
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      – TitleFull: Adaptive Leadership Practices: High School Leadership in Maine during the COVID-19 Crisis
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