Abstract:

The purpose of this paper is to explore how school leaders coped with the double challenge of implementing and managing an effective shift to digital teaching and communication during the COVID_19 crisis situation in their school. We examine the frames of reference they used to read the situation and shape their response and what lessons should be learnt from their experiences.

In this research study we have used Bolman and Deal’s (1991) framework model to help us analyze the information school leaders gave us about how they managed this crisis and set in motion a digital transformation. Bolman and Deal’s (1984,1991) framework includes four frames (structural, human resources, political and symbolic) for understanding organizations and leadership and argues that a leader’s effectiveness in reading and dealing with any particular situation is dependent on the degree to which she or he is capable of working with the frame or frames of reference that best fit the current context.

Using a qualitative research design, semi-structured interviews were conducted with sixteen K12 and highschool leaders in 2020. The qualitative data was analysed and coded using Nvivo12 software to generate the findings and conclusions. Thematic analysis was conducted to classify codes, define, name review and search for themes.

Findings show that for school leaders the most critical concerns during the pandemic were framed in terms of structural and human resources issues. Firstly, the lack of a digital strategy and of a mature digital culture in most of the participating schools meant that they had to deal mainly with structural issues related to the management of digital equipment, operational aspects, the new form of teaching (organizing remote teaching, monitoring remote teaching). Secondly, school leaders framed issues and solutions in terms of human resources. They tried to understand their teachers’ needs and concerns, manage communication with the Local Education Authority, teachers, students and parents, organize teacher training in order to help teachers use digital tools and platforms to teach remotely, and support vulnerable students in order to ensure pedagogical continuity.

This study extends our empirically-based knowledge about the role school leaders have in leading digital transformation in their establishments in times of crisis and also provides insights into digital development priorities in general.

Keywords:

Digital strategy, digital culture, digital leadership, COVID-19, crisis management.