Educational Leadership & Learning: Covid-19 Pandemic and Beyond

Résumé fourni par la source

SARS-emergence CoV-2's as a global epidemic has triggered unparalleled disruptions to daily life in contemporary times. As a result of global physical lockdown, a majority of the world's education systems have been disrupted for an unprecedented time period. Many students, teachers, and school administrators are questioning how education and learning will look in a post-COVID-19 world where uncertainty is the "new normal". In numerous studies, school leadership has been found to have a significant impact on student outcomes and well-being. When the previous school model's structures and systems have been entirely diminished, excellent leadership becomes even more crucial. The pandemic has disrupted schooling in the most widespread and global way ever. While each school system's way to deal with the pestilence has been interesting, a few shared characteristics might be seen. The implementation of public health measures to protect children and instructors, resulting in partial or complete school closures and a shift to online, virtual and remote forms of teaching and learning, where possible. Not only are educational leaders dealing with educational concerns in the wake of the COVID-19 epidemic, but they are also dealing with contradicting information concerning the virus's transmission and prevention strategies. This contributed to the difficulty of the decision-making process they had to go through. This appeal aims to decipher these practices in order to determine how the crisis shaped the leader and what we can learn from it for future leadership adventures. There is no inevitability that educational leadership, in general, will amend much. However, it is credible that it will, and beyond that, there may be an opportunity to be more active and envision more anticipated futures with schools that thrive for a far larger number of children in a much broader range of learning domains.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.