Instructional leadership during the Covid-19 pandemic
The case of Israel
Bibliographic Data
| ID | 21784483 |
|---|---|
| Authors | Haim Shaked (0000-0002-3998-7696, corresponding author) |
| Year | 2024 |
| Volume | 52 |
| Issue | 3 |
| Pages | 576-592 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17411432221102521 |
| OpenAlex | W4281291332 |
| Language | EN |
| Citations received | 11 |
| References cited | 42 |
The instructional leadership approach requires school principals to give top priority to the continuous improvement of teaching quality and academic outcomes. This study explored how principals of elementary schools in Israel fulfilled their instructional leadership role during COVID-19. Data collection comprised semi-structured interviews with a diverse sample of 36 principals. Data analysis identified three different theories of action. In this study, a theory of action is the conscious or unconscious set of assumptions that explain how principals act professionally in a given situation. According to the first theory of action, moratorium , principals temporarily abandoned instructional leadership. According to the second theory of action, adaptation , principals changed instructional leadership to suit the specific conditions of COVID-19. According to the third theory of action, determination , principals uncompromisingly continued to demonstrate instructional leadership. These findings expand the available knowledge on how school leaders respond and what forms of school leadership practice emerged during COVID-19
Educational leadership · Epistemology · Instructional leadership · Mathematics education · Pedagogy · Political science · Public relations · Sociology · Teacher Leadership · COVID-19 and Mental Health · Education Practices and Challenges · Psychology · Teacher Education and Leadership Studies
Adaptive instructional leadership in geographically isolated schools
A qualitative exploration of principals’ transformational leadership and transactional leadership behaviors during the Covid-19 crisis
The Intellectual Evolution of Educational Leadership Research
Learning-Centered Leadership and Perceived School Effectiveness
School leadership in Israel amid Covid-19
Investigating leadership attributes and strategies during times of crisis and educational change
Digital instructional leadership and teaching practices in an emergency context
Leadership for inclusive online learning in public primary schools during Covid-19
Instructional or Distributed Leadership for Culturally Responsive Teaching? Cross-National Analysis Using Talis 2018
Transformational school leadership and the Covid-19 pandemic
A global perspective on school leadership
Assessing Instructional Leadership with the Principal Instructional Management Rating Scale
The Sage Encyclopedia of Action Research
Leading Educational Change
School leadership during a pandemic
The Impact of Leadership on Student Outcomes
Good education in an age of measurement
Researcher Positionality - A Consideration of Its Influence and Place in Qualitative Research - A New Researcher Guide
Assessing the Instructional Management Behavior of Principals
Rethinking Instructional Leadership, a Review
Covid-19 – school leadership in crisis?
Bringing context out of the shadows of leadership
Resilience, Reorientation, and Reinvention
Leading through Covid-19
Leading in lockdown
‘People miss people’
Covid 19 – school leadership in disruptive times
Social justice leadership, instructional leadership, and the goals of schooling
'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018
How National Context Indirectly Influences Instructional Leadership Implementation
Analyzing Biographies and Narratives
Interviews – Learning the Craft of Qualitative Research Interviewing
Epistemic Virtue and the Epistemology of Education
Novice principals’ perceptions of their mentoring process in early career stage
Organizational Learning
Reconceptualizing the Member Check Interview
| Unique citing works | 11 |
|---|---|
| Citations per year | 5,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |