Abstract
This qualitative research study looked into principals' leadership practices during the COVID-19 pandemic. It enlisted the participation of five school principals using convenient sampling based on inclusion criteria. To collect data, a semi-structured written interview based on Hersey and Blanchard's Situational leadership theory was used. To display the narratives, the data were transcribed, examined, compared, and carefully categorized into several themes. The findings reveal that school principals employed: 1. Strengths-based Practices; 2. Values-based Practices; and 3. Needs-based Practices. The findings of this study highlighted the need of applying situational leadership practices to strengthen principals' instructional and administrative duties, particularly during times of global crises.
Highlights
Dr John Erwin Prado Pedroso1 ✉ Dr Nordy D
Principals’ Leadership Practices, COVID-19 Pandemic. This qualitative research study looked into principals' leadership practices during the COVID-19 pandemic
The findings reveal that school principals employed: 1. Strengths-based Practices; 2
Summary
Dr John Erwin Prado Pedroso1 ✉ Dr Nordy D. Jr.2 ✉ and Dr Amabel Tangco- Siason3✉ This qualitative research study looked into principals' leadership practices during the COVID-19 pandemic. Important information on principals' leadership practices during the COVID 19 pandemic will provide a contrast to conventional educational leadership and management studies (Truong, Hallinger, & Sanga, 2017). The goal of this qualitative research study is to describe how principals managed the COVID-19 outbreak to ensure that school operations and learning continue. It is thought that principals took personal and context-based actions and did not seek
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