View in EDS

Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis

Saved in:
Bibliographic Details
Title: Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis
Language: English
Authors: Tamtik, Merli, Darazsi, Susan
Source: Canadian Journal of Educational Administration and Policy. 2022 (200):22-36.
Availability: Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Leadership, Adjustment (to Environment), Change, Change Strategies, Crisis Management, COVID-19, Pandemics, Principals, Emotional Response, Physical Health, Sanctions, Influences, Schools
Geographic Terms: Canada
ISSN: 1207-7798
Abstract: The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g., attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster & Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1362896
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1362896
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1362896
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tamtik%2C+Merli%22">Tamtik, Merli</searchLink><br /><searchLink fieldCode="AR" term="%22Darazsi%2C+Susan%22">Darazsi, Susan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Educational+Administration+and+Policy%22"><i>Canadian Journal of Educational Administration and Policy</i></searchLink>. 2022 (200):22-36.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Change%22">Change</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Management%22">Crisis Management</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Health%22">Physical Health</searchLink><br /><searchLink fieldCode="DE" term="%22Sanctions%22">Sanctions</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1207-7798
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic has profoundly changed the practice of school leadership, requiring greater flexibility, creativity, and innovation. Guided by institutional theory, this paper suggests that leadership adaptations are influenced by environmental pressures such as coercive (e.g., from governmental or regulatory agencies), mimetic (e.g., attempts to emulate best practices from other schools), and normative pressures (e.g., professional standards endorsed by professional societies or unions). By using a qualitative co-constructed autoethnographic approach (See Kempster & Iszatt-White, 2012), the paper presents the Covid-19 timeline in Manitoba, identifying stakeholders and associated environmental pressures. It also features the personal leadership adaptations experienced by a school principal (Susan). The findings suggest that coercive pressures are mostly associated with creativity and inventive leadership practices. Mimetic pressures may lead to copying behaviours, and normative pressures are associated with enhanced foundational knowledges, all depending on contextual factors. The findings also highlight the significant emotional and physical toll the pandemic has taken on school principals.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1362896
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1362896
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 22
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Change
        Type: general
      – SubjectFull: Change Strategies
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Physical Health
        Type: general
      – SubjectFull: Sanctions
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Navigating Turbulent Waters: Leading One Manitoba School in a Time of Crisis
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tamtik, Merli
      – PersonEntity:
          Name:
            NameFull: Darazsi, Susan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-electronic
              Value: 1207-7798
          Numbering:
            – Type: issue
              Value: 200
          Titles:
            – TitleFull: Canadian Journal of Educational Administration and Policy
              Type: main
ResultId 1