Perspective on instructional leadership throughout a pandemic

Simple item page
dc.contributor.authorHughes, Sandi Darlene
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorAdams, Pamela
dc.contributor.supervisorMombourquette, Carmen
dc.date.accessioned2023-08-25T17:03:23Z
dc.date.available2023-08-25T17:03:23Z
dc.date.issued2023
dc.degree.levelMasters
dc.description.abstractThis study investigated the primary research questions of: What is the nature of instructional leadership on practices during the COVID-19 pandemic? and What were teachers’ and principals’ perceptions of the most effective and/or helpful instructional leadership practices throughout the pandemic? It was conducted through qualitative methodology using semi structured interviews of two principals and two teachers. The themes identified by participants as being the most effective leadership practices during the pandemic included: fostering effective relationships with the school community, maintaining relational trust, focusing on the wellness of staff, and uniting the staff to work together towards a common vision of what is best for students. These leadership practices are also supported by literature and the LQS. Whether it is another pandemic, a time of crisis, or simply supporting one staff member who is going through a tough personal time; focusing on these leadership practices will help a principal through the situation. As Leithwood, Harris, and Hopkins (2008) claimed, principals have an impact on teachers’ emotions, motivations, commitments, beliefs, and in how supported they feel in their practice which in turn impacts student learning. Through fostering effective relationships with the school community, maintaining relational trust, focusing on the wellness of staff, and uniting the staff to work together towards a common vision of what is best for students; principals can engage in effective instructional leadership.
dc.identifier.urihttps://hdl.handle.net/10133/6573
dc.language.isoen
dc.proquest.subject0515
dc.proquest.subject0514
dc.proquest.subject0449
dc.proquestyesYes
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education
dc.publisher.facultyEducation
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)
dc.subjectinstructional leadership
dc.subjectpandemic challenges
dc.subjectfostering effective relationships
dc.subjectrelational trust
dc.subjectstaff wellness
dc.subjecteffective leadership practices
dc.subjectschool community relationships
dc.subjectstaff support
dc.subject.lcshEducational leadership--Research
dc.subject.lcshCOVID-19 Pandemic, 2020- --Influence
dc.subject.lcshTeacher-principal relationships--Research
dc.subject.lcshSchool management and organization--Research
dc.subject.lcshSchool principals--Attitudes--Research
dc.subject.lcshSchool principals--Professional relationships--Research
dc.subject.lcshCommunication in education
dc.subject.lcshSchool crisis management--Research
dc.subject.lcshCommunity and school
dc.subject.lcshStrategic planning--Employee participation
dc.subject.lcshDissertations, Academic
dc.titlePerspective on instructional leadership throughout a pandemic
dc.typeThesis
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
HUGHES_SANDI_MED_2023.pdf
Size:
3.09 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
3.25 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Education, Faculty of
University of Lethbridge Theses