Hopeful Visions of Tomorrow: Learning from Leaders of Today’s Virtual Schools

Abstract

The coronavirus (COVID-19) pandemic affected many dimensions of our lives, including the world of education. Virtual education continues to be a viable solution not only during a pandemic lockdown, but also as a support to facilitate learning in a preferred, uniquely individualized setting. As one of the fastest growing educational options for students in the United States, many states now offer a wide range of full-time, part-time, and enrichment virtual options for students and families in search of an alternative to the traditional model of education. While many virtual school leaders face similar challenges to their brick-and-mortar counterparts, leading in a virtual environment appears to present some unique challenges. In spite of the increase in virtual program options and enrollment, limited research has been conducted on how virtual school principals lead their organizations. As the popularity of virtual options increase, there is a need to examine effective leadership practices in these innovative schools. The purpose of this study was to explore the challenges of virtual school principals and how they demonstrated effective leadership practices in the schools they lead. In particular, this study investigated how these personal and professional experiences influenced these principals and the overall quality of their schools.