Abstract:

We live in V.U.C.A. (volatile, uncertain, complex and ambiguous) world of the COVID-19 crises, rapid changes are imposed on leaders. Common beliefs and routines are shattered. The goal of presentation is to gain insights of school leaders' perceptions and practices using the 5E model. This case study was conducted within the framework of "Etgarim" (challenges) yearly program for school leadership professional development (SLPD) in Arabic society. "Etgarim" program of SLPD is based on government decision 922, to narrow gaps in Israeli society: strengthen personal and civic identity of students and improve integration of graduates into the labor market of the 21st century. Empowering educational staff is the spearhead in the school's endeavor for excellence, achievement, cohesion and self-empowerment. SLPD helps self- introspection and growth of school leaders.

The study was conducted on "corona" time and the "Ramadan" fasting month. 23 teachers at urban elementary school addressed a questionnaire that examined leadership perception. 5E model, developed by the first auteur, was used for qualitative analyzes.

The 5E model is comprised of five dimensions:
(1) Entrepreneurship;
(2) Ecosystem: environment and human capital;
(3) Exploration of information.;
(4) Emotional regulation;
(5) Evaluation of process and outcomes. All 5 dimensions are configurated to promote entrepreneurial leadership .

Findings indicate that teachers strive to be leadership role model for parents and students on crises times, present a viable vision, focus on strengths and activate realistic plans. Entrepreneurship is manifested by developing young leadership among students, increase emotional discussions and on-line learning for academic excellence. Ecosystem changed dramatically overnight as schools were closed. Face-to-face learning shifted to on-line home learning, while not all students have computers and WiFi. Reality demands close intercommunication with parents (mainly mothers) to define proactive learning experience, more than ever. Exploration: Ambiguous information and rapid changes challenged school leaders to find out gaps of knowledge and skills of the team and support them acquire technological skills in-order to adjust content of learning to student's on-line home learning. Emotional aspects of leadership included self-awareness to stay calmness and maintain resilience to tackle the volatile and uncertain reality. Participants express empathy for students, parents and colleagues. Evaluation dimension expressed strict evaluation of their own SLPD and its' contribution to their leadership. Evaluation of students learning outcome, should be by a variety of tools adjusted to new reality. At presentation all 5E dimensions will be presented in-depth.

COVID-19 crises have an influence on leaders all-around the globe. School leaders in the Arabic sector need to consider global impact as well as local demands within the Israeli society, leading excellency, resilience and innovation. The theoretical contribution of this study lies in the knowledge it reveals about school leaders' perception at 5 E dimension of educational entrepreneurial leadership and importance of SLPD to promote school goals achievement. The practical contribution of the research is manifested by proposed practices for leadership professional growth to strengthen organizational resilience, commitment and high performance in time of VUCA world at the COVID-19 crises and time to come.

Keywords:

V.U.C.A. world, Leadership, Entrepreneurship, 5E model, COVID-19, Ecosystem, Exploration, Emotional regulation, Evaluation.