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Emotionally Agile Leadership Amid COVID-19
Get PDFThe COVID-19 pandemic has dramatically changed the job requirements of school leaders and has negatively impacted the academic outcomes for students (Kuhfeld et al., 2020). As a result of the ongoing demands and stress caused by this pandemic, school leaders are at an increased risk for physical and mental health problems (Boyatzis & McKee, 2005; Brackett et al., 2018; Murphy, 2011; Sorenson, 2007) and, as a result, are less likely to continue in their profession long-term (Brackett et al., 2018; Farrace, 2020).
In an effort to subvert the negative impacts of the COVID-19 pandemic as well as future crises, this paper posits the need for educational leadership preparation programs that focus on interventions that address the emotional intelligence, emotional agility, and crisis-induced stressors of current and emerging school educators. This paper reviews interventions to mitigate and manage work-related stressors through the integration of social-emotional constructs, mindfulness, mindfulness-based programs, and self-regulatory practices to decrease work-related stressors, prevent professional burnout, increase school educator retention, and prepare school leaders for effective crisis management. Recommendations are provided for future leadership preparation programs
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Privately curated. I extend my gratitude to Tom A. Middlebrook and the Morse family for providing the requisite access and permission needed to scan these projectiles.https://scholarworks.sfasu.edu/ita-perdiz/1042/thumbnail.jp
The Effect of School Tasks on Principals\u27 and Assistant Principals’ Leadership Self-Efficacy
Get PDFThe pressure to lead schools effectively while fulfilling instructional leadership and school management tasks could impact school administrators’ perceptions of their leadership capabilities. The purpose of this quantitative, cross-sectional study was to identify the relationship between the varied tasks of school administrators as related to their leadership self-efficacy. Data were collected from 73 school administrators to ascertain leadership self-efficacy of principals and assistant principals based upon the completion of instructional leadership tasks and school management tasks. The major findings of the study indicated a positive, linear relationship between leadership self-efficacy and the instructional leadership tasks and school management tasks of school administrators. The practical application of this study provides insight into the types of tasks that impact the leadership self-efficacy of principals and assistant principals and could drive the professional learning of school administrators and the delegation of their tasks
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No full textPerdiz arrow point from 41SY27, Feature 2, Group 2.
Privately curated. I extend my gratitude to Tom A. Middlebrook and the Morse family for providing the requisite access and permission needed to scan these projectiles.https://scholarworks.sfasu.edu/ita-perdiz/1058/thumbnail.jp
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No full textPerdiz arrow point from 41SY27, Feature 2, Group 2.
Privately curated. I extend my gratitude to Tom A. Middlebrook and the Morse family for providing the requisite access and permission needed to scan these projectiles.https://scholarworks.sfasu.edu/ita-perdiz/1051/thumbnail.jp
COVID and Curriculum: Elementary Teachers Report on the Challenges of Teaching and Learning Mathematics Remotely
Get PDFThis article reports on findings from a survey administered to 524 elementary teachers across 46 states that asked about their experiences with mathematics teaching, learning, and curriculum use before and during the COVID-19 pandemic. The purpose of this article is to report on the challenges teachers experienced with mathematics teaching, learning, and curriculum use during the pandemic and to explore educational inequities faced by students of families with lower income backgrounds. In particular, we discuss differences across high- and low-income schools regarding teachers’ perceived preparedness for online teaching, teachers’ use and decisions about mathematics curriculum, and their students’ remote resources (i.e., internet, computer, and workspace). We also share statements from teachers that illustrate challenges they experienced in engaging students, assessing learning outcomes, and building relationships. We found that students and teachers in schools from all socioeconomic levels faced hardship. However, lower income schools generally faced greater challenges in terms of access to computers, internet, and adequate workspaces. This often resulted in decreased access to teachers and decreased engagement. The exacerbation of educational inequities experienced by students from low income backgrounds during the pandemic suggests that we may see further widening of gaps in learning growth between students of low- and high-socioeconomic backgrounds. This has implications for policy makers, teacher educators, and other stakeholders seeking to advance equity and justice for less wealthy students
Trending with TikTok: Bridging the Educational and Digital Divide During COVID Times
Get PDFThe following is a reflective narrative of one teacher’s stumble onto TikTok and seeing its potential in the classroom. It allowed the opportunity to engage with her students during COVID. It brought about learning opportunities with new technology. The use of the app provides laughter during hard times and fosters a community among teachers outside of her norm
Pivoting Rural Community-Based Fine Arts Programs for Youth Due to a Global Pandemic
Get PDFThis personal experience essay features five women professors who, as engaged scholars, seek to continuously respond to the needs of their local community by volunteering their time and expertise to offer educational programs that focus on creative arts and academic assistance for K–12 students. This piece explores the opportunities and obstacles we experienced in using virtual platforms, during the 2020 global pandemic, in order to re-envision our civic responsibilities to engage communities beyond our previous place-based programs
Critical Pedagogy in the Time of COVID-19: Lessons Learned
Get PDFThe abrupt closure of universities due to the coronavirus pandemic caused unprecedented challenges for educators. They struggled to transition to online teaching almost overnight. This has raised questions about the readiness of Higher Education for digitalisation and hybridization of learning environments and focused attention on the renewal of teaching and learning models. It is incumbent upon those who practise critical pedagogy to join this conversation; the mandatory transition has raised difficult questions around how to ensure continuity of an agenda to offer students humanistic and democratic learning experiences in the new virtual reality. In this paper I offer a critical analysis of my journey through this period where I recount and deconstruct the difficulties and tensions that arose as I struggled to make my online classes conducive to critical pedagogy. I share how I learned to navigate and reshape initially oppressive, nonhuman spaces into democratic learning communities with my students. My conclusion suggests there is value in sharing stories of practice to ensure the continuing cultural relevance of critical pedagogy in an ever-changing world
The Impact of COVID-19 on First Responders\u27 Resilience and Attachment
No full textCOVID-19 continues to have a deleterious impact on vulnerable populations in our society, and unfortunately, first responders are often overlooked in this conversation. To address that gap, we retrospectively compared routinely collected baseline assessment data from 69 treatment-seeking first responders who presented for treatment before COVID-19 to data collected from 75 similar first responders at the same agency during the pandemic. Data assessments gauged first responders’ attachment avoidance, attachment anxiety, resilience, depression, generalized anxiety, PTSD, and suicidality. Findings indicate that the strength of correlations between resilience, depression, generalized anxiety, and PTSD increased for these responders during the COVID-19 pandemic. They further highlight the role that attachment anxiety plays for first responder ability to cope during the pandemic. Practitioners can use these findings to create a conversation early in the treatment process and guide a collaborative treatment plan