Due to the COVID-19 pandemic, school districts, and specifically, superintendents, are under increased pressure to lead. Irregularity and ambiguity are now the mantras of those tasked with leading in our schools. Many current research studies aim to evaluate the possible effects of COVID-19 on the system of education (Azorín, 2020; Hargreaves & Fullan, 2020), and advice on how to lead during a crisis (Harris & Jones, 2020; Leithwood et al., 2020, Netolicky, 2020). There are no standards or benchmarks to follow that could potentially aid school leaders as they navigate, lead, and make important decisions that affect how quality instruction and student learning continues during these turbulent times. Using tolerance for ambiguity as a framework, this qualitative case study aims to determine precisely how some school leaders have adjusted their leadership, or not, in the throes of this disruptive pandemic. The results of this study determined that many superintendents saw the pandemic as another challenge that needed to be overcome, believed their leadership and organizational skills became sharper, and needed to accede a measure of control in their district to the state.
Self-Evaluation of Educational Leadership Practices During COVID-19.
The Interactive Journal of Global Leadership and Learning, 2(1).