School leadership during the COVID-19 crisis: a scoping review of empirical research
| Date | 25 November 2024 |
| Pages | 48-62 |
| DOI | https://doi.org/10.1108/JEA-03-2024-0062 |
| Published date | 25 November 2024 |
| Subject Matter | Education,Administration & policy in education,School administration/policy,Educational administration,Leadership in education |
| Author | Michelle Striepe,Antonios Kafa |
School leadership during the
COVID-19 crisis: a scoping review of
empirical research
Michelle Striepe
School of Education, Edith Cowan University, Joondalup, Australia, and
Antonios Kafa
Open University of Cyprus, Latsia, Cyprus
Abstract
Purpose –This scoping review examines the literature on school leadership during the COVID-19 crisis to
consolidate knowledge on how school leaders adapted to unprecedented challenges. It aims to highlight the
multifaceted aspects of school leadership during the pandemic, emphasizing the need for distinct approaches in
crisis situations.
Design/methodology/approach –Using scoping review methodology, this study analysed empirical work
published between January 2020 and May 2023. Using PRISMA-ScR guidelines, it focused on peer-reviewed
articles that examined leadership practices and strategies during the health crisis. Key features were distilled
through thematic analysis, incorporating both inductive and deductive reasoning from the selected literature.
Findings –The study indicated that school leadership during the COVID-19 crisis involved care, collaboration,
communication and quick decision-making. School leaders demonstrated resilience and innovation to ensure
continuity of learning and support community well-being. Inclusive leadership, technology integration and
personal characteristics like empathy emerged as pivotal aspects. The mapping revealed a prevalence of
qualitative methodologies in one context, highlighting the need for diverse methodologies to comprehensively
understand school leadership during crisis.
Originality/value –This review contributes to educational leadership by offering a thorough overview of the
research on school leadership during the COVID-19 crisis. It emphasises context-specific leadership and the
need to frame educational leadership in ways that will equip leaders for future crisis, suggesting considerations
for leadership models tailored to crisis circumstances.
Keywords School leadership, COVID-19, Scoping review, Practice, Strategies
Paper type Literature review
Introduction
The impact of the COVID-19 pandemic transformed schools into environments that mirrored
Hogwarts’ shifting staircases in J.K. Rowling’s Harry Potter series. School leaders found
themselves navigating metaphorical staircases, facing sudden shifts and new challenges. The
ever-evolving circumstances required leadership to transcend traditional norms, necessitating
a blend of quick decision-making, adaptability and risk-taking. Limited information and
resources required school leaders to be both cautious and bold as they navigated the
unexpected turns. While daunting, the crisis has illuminated lesser-known dimensions of
school leadership, such as agility and innovation. The body of empirical work on this topic
indicates that school leaders did not merely navigate shifting staircases; they leveraged their
skills, knowledge and experiences to create new passageways to ensure learning continued.
Given the unprecedented disruption caused by the pandemic and the increasing likelihood
of crisis events, understanding the nature of school leadership in times of crisis becomes
crucial. Consolidating the fragmented knowledge on school leadership during the COVID-19
crisis will enhance current understandings within the field of educational leadership. One way
to consolidate this knowledge is through reviews of literature. For instance, a scoping review
by Striepe and Cunningham (2021) mapped empirical research from 2010 to 2020 on
educational leadership during various crises, illustrating how crisis requires a distinct
leadership approach. This review identified six characteristics of how K-12 school leaders
manage and respond to crises. These characteristics form a framework for leading through
JEA
63,1
48
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0957-8234.htm
Received 14 March 2024
Revised 16 July 2024
29 August 2024
22 October 2024
28 October 2024
Accepted 1 November 2024
Journalof Educational Administration
Vol.63 No. 1, 2025
pp.48-62
©Emerald Publishing Limited
0957-8234
DOI10.1108/JEA-03-2024-0062
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