Leading during long-term crises: an analysis of perceived effectiveness leadership in K-12 schools

Abstract

PurposeThis research explored school leaders', teachers' and paraprofessionals' perceptions of effective leadership in special purpose private schools (SPPS) during long-term crises.Design/methodology/approachEmpirical 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).FindingsThe 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/implicationsThe 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 implicationsThe results can directly support identification of strategies for leaders in schools where long-term crisis is a factor.Originality/valueCurrent 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.