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Leading during Long-Term Crises: An Analysis of Perceived Effectiveness Leadership in K-12 Schools

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Title: Leading during Long-Term Crises: An Analysis of Perceived Effectiveness Leadership in K-12 Schools
Language: English
Authors: Reva Mathieu-Sher (ORCID 0000-0003-2100-0141), James Coviello (ORCID 0000-0002-3017-1818)
Source: Journal of Educational Administration. 2024 62(5):559-572.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Leadership Effectiveness, Private Schools, Leadership Styles, Emotional Intelligence, School Culture, Altruism, Trust (Psychology), Organizational Climate, Morale, Group Membership, Paraprofessional School Personnel, Special Schools, Special Education, Special Education Teachers, Principals, Attitudes, COVID-19, Pandemics, Long Range Planning, Crisis Management
Geographic Terms: Maine
DOI: 10.1108/JEA-04-2024-0132
ISSN: 0957-8234
1758-7395
Abstract: Purpose: This research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises. Design/methodology/approach: Empirical data were derived from a purposeful sample of school leaders, teachers and paraprofessionals in Maine. Demographic information and semi-structured interviews were analyzed using a complexity leadership framework and a qualitative interpretive phenomenological approach (IPA). Findings: The analysis revealed four major themes, including (1) presence, approachability and availability; (2) the need for high emotional intelligence; (3) creating a culture of idea-sharing, compassion, trust, community building and value and (4) understanding and acting on the complexity of long-term crisis. Research limitations/implications: The research took place in one state and within one subset of specialized schools, thus limiting applicability to leadership outside this subset of schools and in other states. Practical implications: The results can directly support identification of strategies for leaders in schools where long-term crisis is a factor. Originality/value: Current research explores factors and strategies for understanding and supporting teachers and paraprofessionals in schools during short-term crises (i.e. school shootings, natural disasters) but largely neglects how to support teachers and paraprofessionals experiencing long-term crises in school settings which is increasing in prevalence post COVID-19. Results and implications of leaders and staff were explored and analyzed in schools that experience long-term crises.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446293
Database: ERIC
FullText Text:
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  Data: Leading during Long-Term Crises: An Analysis of Perceived Effectiveness Leadership in K-12 Schools
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Reva+Mathieu-Sher%22">Reva Mathieu-Sher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2100-0141">0000-0003-2100-0141</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Coviello%22">James Coviello</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3017-1818">0000-0002-3017-1818</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2024 62(5):559-572.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Label: Page Count
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  Data: 14
– Name: DatePubCY
  Label: Publication Date
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Leadership+Effectiveness%22">Leadership Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Altruism%22">Altruism</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Climate%22">Organizational Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Morale%22">Morale</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Membership%22">Group Membership</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes%22">Attitudes</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="%22Long+Range+Planning%22">Long Range Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Crisis+Management%22">Crisis Management</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Maine%22">Maine</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JEA-04-2024-0132
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0957-8234<br />1758-7395
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises. Design/methodology/approach: Empirical data were derived from a purposeful sample of school leaders, teachers and paraprofessionals in Maine. Demographic information and semi-structured interviews were analyzed using a complexity leadership framework and a qualitative interpretive phenomenological approach (IPA). Findings: The analysis revealed four major themes, including (1) presence, approachability and availability; (2) the need for high emotional intelligence; (3) creating a culture of idea-sharing, compassion, trust, community building and value and (4) understanding and acting on the complexity of long-term crisis. Research limitations/implications: The research took place in one state and within one subset of specialized schools, thus limiting applicability to leadership outside this subset of schools and in other states. Practical implications: The results can directly support identification of strategies for leaders in schools where long-term crisis is a factor. Originality/value: Current research explores factors and strategies for understanding and supporting teachers and paraprofessionals in schools during short-term crises (i.e. school shootings, natural disasters) but largely neglects how to support teachers and paraprofessionals experiencing long-term crises in school settings which is increasing in prevalence post COVID-19. Results and implications of leaders and staff were explored and analyzed in schools that experience long-term crises.
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  Data: 2024
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  Data: EJ1446293
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/JEA-04-2024-0132
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 559
    Subjects:
      – SubjectFull: Leadership Effectiveness
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Leadership Styles
        Type: general
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Altruism
        Type: general
      – SubjectFull: Trust (Psychology)
        Type: general
      – SubjectFull: Organizational Climate
        Type: general
      – SubjectFull: Morale
        Type: general
      – SubjectFull: Group Membership
        Type: general
      – SubjectFull: Paraprofessional School Personnel
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Attitudes
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Long Range Planning
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: Maine
        Type: general
    Titles:
      – TitleFull: Leading during Long-Term Crises: An Analysis of Perceived Effectiveness Leadership in K-12 Schools
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            NameFull: Reva Mathieu-Sher
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            NameFull: James Coviello
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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              Value: 0957-8234
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