FAQ

Labor et Educatio

Successful School Leadership in Times of COVID-19 Pandemic: Fostering Resilience in Teachers and Schools in Poland

Data publikacji: 31.12.2021

Labor et Educatio, 2021, 9 (2021), s. 83 - 101

https://doi.org/10.4467/25439561LE.21.006.15360

Autorzy

Joanna Madalińska-Michalak
Katedra Dydaktyki i Pedeutologii Wydział Pedagogiczny Uniwersytet Warszawski
https://orcid.org/0000-0001-9980-6597 Orcid
Wszystkie publikacje autora →

Abstrakt

This paper analyses the successful school principals’ leadership practices in supporting school and teachers’ resilience in the context of the COVID-19 pandemic. The research reported in this paper asks the question: what are the successful leaders’ main ways of supporting resilience in schools and teachers in Poland for maximising the possible positive outcomes of remote education in times of the COVID-19 pandemic? Drawing on five case studies, the paper shows seven core successful school leadership practices – sustaining education service delivery and innovations; planning in a context of uncertainty and responding to changes in national policy; re-framing and extending “Health & Safety” policies based on health and education data; leadership across the school; provision of an inclusive curriculum; inclusive partnership with children’s families; and teachers’ motivation, commitment and professional development. The paper concludes with implications for further research and with questions on school principals’ role in building back more resilient education systems.

Keywords: educational leadership, successful school leadership, leadership practices in nurturing resilience, education and school leading during the COVID-19 pandemic, school principals, education in Poland


Skuteczne przywództwo w szkole w czasie pandemii COVID-19: Wspieranie adaptacyjności nauczycieli i szkół w Polsce

W artykule podjęto problematykę skutecznych praktyk przywódczych dyrektorów szkół w zakresie wspierania zdolności adaptacji szkół i nauczycieli w czasie pandemii COVID-19. Prezentowane analizy skupiają się wokół odpowiedzi na podstawowe pytanie badawcze: jakie są główne sposoby działania skutecznych liderów na rzecz wspierania adaptacji szkół i nauczycieli w Polsce do nowych warunków w celu maksymalizacji możliwych pozytywnych rezultatów zdalnej edukacji w czasach pandemii COVID-19? W badaniach wykorzystano metodę studium przypadku. Odwołując się do pięciu studiów przypadków, przedstawiono siedem podstawowych praktyk skutecznego przywództwa w szkołach: podtrzymywanie świadczenia usług edukacyjnych i wprowadzanie innowacji; planowanie w kontekście niepewności i reagowanie na zmiany w polityce krajowej; przeformułowanie i rozszerzenie polityki bezpieczeństwa i higieny pracy w oparciu o dane dotyczące zdrowia i edukacji; przywództwo w całej szkole; zapewnienie integracyjnego programu nauczania; inkluzywne integracyjne partnerstwo z rodzinami dzieci oraz motywację, zaangażowanie i rozwój zawodowy nauczycieli. W artykule zaprezentowano implikacje dla dalszych badań oraz pytania dotyczące roli dyrektorów szkół w budowaniu bardziej odpornych systemów edukacyjnych.

Bibliografia

Ainsworth, S., Oldfield, J. (2019). ‘Quantifying teacher resilience: Context matters’. Teaching and Teacher Education, 82, pp. 117-128.
Beltman, S., Mansfield, C., Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), pp. 185-207.
Bowen, G.A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), pp. 27-40. doi:10.3316/QRJ0902027.
https://doi.org/10.3316/QRJ0902027.
Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, pp.77–101. doi:10.1191/14780 8870qp063oa.
Bryman, A. (2012). Social research methods (4th edition). Oxford: Oxford University Press.
Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (2nd edition). Thousand Oaks, CA: SAGE Publications, Inc.
Day, C. (2014). Conducting research on school principals: ISSPP member’s guide. Nottingham. 100 Joanna Madalińska-Michalak
Day, C., Gu, Q. (2014). Resilient teachers, resilient schools. New York, NY: Routledge. Day, C., Leithwood, K. (eds.). (2007). Successful Principal Leadership in Times of Change. An International Perspective. Studies in Educational Leadership, Vol 5, Springer.
Day, C., Harris, A., Hadfield, M., Tolley H. Beresford, J. (2000). Leading schools in times of change. Philadelphia: Open University Press.
Day, C., Sammons, P., Leithwood, K., Hopkins, D., Harris, A., Gu, Q., Brown, E. (2010). Ten strong claims about successful school leadership. Nottingham: The National College for School Leadership.
Denscombe, M. (2007). The good research guide for small scale social research projects (3rd edition). Berkshire, UK: Open University Press.
European Commission/EACEA/Eurydice (2019). Digital Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
Flick, U. (2014). The SAGE handbook of qualitative data analysis. London: SAGE Publications.
Gu, Q., Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), pp. 22-44. doi:10.1080/01411926.2011.623
https://doi.org/10.1080/01411926.2011.623
GUS. (2019). Oświata i wychowanie w roku szkolnym 2018/2019 [Education in the 2018/2019 school year], Warszawa – Gdańsk: Statistic Poland and Statistical Office in Gdańsk.
Hallinger, P., Huber, S.G. (2012). School leadership that makes a difference: international perspectives. School Effectiveness and School Improvement, (23)4, pp.1-9.
Hitt, D., Tucker, P. (2016). Systematic review of key leadership practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), pp. 531–569.
Leithwood, K. (2012). The Ontario Leadership Framework with a discussion of its research foundations. Toronto: Institute for Educational Leadership.
Leithwood, K., Riehl, C. (2005). What we know about successful school leadership. In W. Firestone C. Riehl (eds.), A new agenda: Directions for research on educationalleadership (pp. 22-47). New York, NY: Teachers College Press.
Leithwood, K., Harris, A., Hopkins, D. (2008). Seven strong claims about successful school leadership, School Leadership and Management, 28(1), pp. 27-42.
Leithwood, K., Sun, J., Pollock, K. (eds.). (2017). How School Leaders Contribute to Student Success. The Four Paths Framework, Studies in Educational Leadership, Vol 23, Springer.
Mansfield, C.F., Beltman, S., Price, A. McConney, S. (2012). Don’t sweat the small stuff: Understanding resilience at the chalkface. Teaching and Teacher Education, 28(3), pp. 357-367.
Mansfield, C.F., Beltman, S., Broadley, T., Weatherby-Fell, N. (2016). Building Resilience in Teacher Education: An evidenced informed framework. Teaching and Teacher Education, 54, pp.77-87. doi:10.1016/j.tate.2015.11.016.
https://doi.org/10.1016/j.tate.2015.11.016.
Murphy, J., Elliot, S., Goldring, E., Porter, A. (2006). Learning-centered leadership: A conceptua lfoundation. New York: Wallace Foundation.
O’Leary, Z. (2014). The essential guide to doing your research project (2nd edition). Thousand Oaks, CA: SAGE Publications, Inc.
Papatraianou, L.H., Le Corne, R. (2014). Problematizing the role of personal and professional relationships in early career teacher resilience. Australian Journal of Teacher Education, 39(1), pp. 100-116.
Peters, J., Pearce, J. (2012). Relationships and early career teacher resilience: A role for school principals. Teachers and Teaching: Theory and Practice, 18(2), pp. 249-262. doi:10.1080/13540602.2012.632266.
https://doi.org/10.1080/13540602.2012.632266.
Sebring, P., Allensworth, E., Bryk, A., Easton, J., Luppescu, S. (2006). The essential supports for school improvement. Chicago: Consortium on Chicago School Research.
Ungar, M. (2012). Social ecologies and their contribution to resilience. In: M. Ungar (ed.), The social ecology of resilience: A handbook of theory and practice, (pp. 13-31). Springer Science+Business Media.

Informacje

Informacje: Labor et Educatio, 2021, s. 83 - 101

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Angielski:

Successful School Leadership in Times of COVID-19 Pandemic: Fostering Resilience in Teachers and Schools in Poland

Autorzy

https://orcid.org/0000-0001-9980-6597

Joanna Madalińska-Michalak
Katedra Dydaktyki i Pedeutologii Wydział Pedagogiczny Uniwersytet Warszawski
https://orcid.org/0000-0001-9980-6597 Orcid
Wszystkie publikacje autora →

Katedra Dydaktyki i Pedeutologii Wydział Pedagogiczny Uniwersytet Warszawski

Publikacja: 31.12.2021

Otrzymano: 18.08.2021

Zaakceptowano: 26.10.2021

Status artykułu: Otwarte __T_UNLOCK

Licencja: CC BY-NC-ND  ikona licencji

Udział procentowy autorów:

Joanna Madalińska-Michalak (Autor) - 100%

Korekty artykułu:

-

Języki publikacji:

Angielski

Liczba wyświetleń: 737

Liczba pobrań: 491