Pedagogical leadership in pandemic. Challenges and learnings

Abstract

The pandemic involved reinventing the school format using various strategies to guarantee continuity in teaching. The transformations in pedagogical leadership in secondary education in Uruguayan Catholic schools were explored (in 2021), analyzing six dimensions proposed by Robinson (2019). Seventy-four managers nationwide were surveyed using quantitative-qualitative techniques, and interviews were conducted with an intentional sample in six schools. Their perceptions, as key actors, regarding the decisions and strategies applied, as well as the accomplishments, difficulties, and learning experiences, showed significant changes in pedagogical leadership during the pandemic. It involved adjusting goals and expectations with teachers, accompanying replanning, providing training and support to navigate virtual technological environments. It favored the emergence of new leadership, enhancing teaching coordination and networking. In addition, it required socioemotional support for the members of each educational community to encourage active commitment and to sustain educational continuity with new school-family links.