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Editorials: Leading Education in Times of Crisis: Perils or Opportunities?
Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Journal for Researching Education Practice and Theory
Abstract
Papers in this special issue of the Journal for Researching Education Practice and Theory
(JREPT) is based on selected papers from the virtual conference on ‘Leading Education in
Times of Crisis’ hosted by the Faculty of Education at the British University in Dubai on
29th May 2021. Since the beginning of the COVID-19 pandemic over two years ago,
leaders across the globe have grappled to respond to the emergencies. Workable leadership
practices, familiar models and theories and ‘comfort zones’ have been tested and stretched
beyond their limits resulting in redefining what effective leadership is. Emergencies such
as the pandemic bring unpredictable challenges, put leadership approaches to the test at all
levels/sectors and force leaders to rethink and redefine their leadership approaches in order
to adapt to the new realities (Dumulescu & Mutiu, 2021; Bagwell, 2020). At all levels of
the education sector, leadership is considered as a crucial aspect to determine quality and
success; more so, effectively lead in disruptive times. It is argued that most leaders in
education have limited or no training in ‘crisis leadership’ or have very limited experience
dealing with crisis of such magnitude as the pandemic (Mutch, 2015; McLeod & Dulsky,
2021). However, going by the view that in a school situation ‘crisis can be regarded as any
urgent situation that requires the school leader to take fast and decisive action’, school
leaders daily routines are often confronted with such ‘urgent situations’ (Smith & Riley,
1
© 2021 Journal for Researching Education Practice and Theory
Abdulai Abukari and Solomon Arulraj David
2012, 58) although, at a much lesser degree or scale (Smith & Riley, 2012). Whitla (2003)
provides examples of school-based crisis such as a number of students killed in a motto
accident and a teacher committing suicide in school. Smith and Riley (2012, 57) describe
crisis leadership in education as leadership in times of crisis that focuses on “dealing with
events, emotions and consequences in the immediate present in ways that minimise
personal and organisational harm to the school and school community”. Nonetheless, the
facts still remain that the pandemic presented an extremely challenging situation for school
leaders that had influencing factors from beyond the school community. In the face of this
unprecedented crisis, what are the challenges and opportunities for school leaders and what
leadership model/s could leaders rely on to effectively lead in unprecedented crisis
situations to minimise consequences?