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Crisis Management And Resilient Strategies For Educational Institutions
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Shaping A Resilient Future In Response To Covid 19
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Crisis management, school leadership in times of disruption, and school recovery in the era of COVID-19: A systematic literature review
Building Resilience & Value During Uncertain Times: Taking Your Pao From Crisis To Recovery
Paraskevi Chatzipanagiotou Paraskevi Chatzipanagiotou Scilit Preprints.org Google Scholar 1, * and Eirene Katsarou Eirene Katsarou Scilit Preprints.org Google Scholar 2
Received: 30 December 2022 / Revised: 17 January 2023 / Accepted: 18 January 2023 / Published: 23 January 2023
Un/desa Policy Brief #74: Resilient Institutions In Times Of Crisis: Transparency, Accountability And Participation At The National Level Key To Effective Response To Covid 19
Contemporary school leadership has long been viewed as one of the most important factors contributing to school effectiveness, including a strong vision, stakeholder goals, and associated plans for implementation, monitoring, and evaluation. Seen as a driver of change and strategic innovation. However, the disruption in education service provision caused by the recent global spread of the COVID-19 pandemic has highlighted a gap in school leadership theory, which relates to the use of crisis management skills by school principals who are easily adaptable. . Respond effectively to new realities and future challenges at the teaching and organizational level. Interestingly, although crisis as a concept has been extensively explained and successfully applied to various types of crises, it has not received consistent attention in the field of educational leadership, e.g. is evidenced by a significant lack of relevant empirical research. . This study addresses this gap in research through a systematic review of academic articles published between 2019 and 2022 and compiled under the PRISMA framework to report on challenges faced, crisis management strategies used, and the most common personality traits. is Effective crisis leadership in the turbulent COVID-19 era.
The sudden global spread of Covid-19, which emerged on March 11, 2020, was officially recognized by the World Health Organization (WHO) as an “unprecedented test for the world’s institutions” . And all parties were disaffected. It threatens regular daily life, social and economic cohesion, and interferes with the smooth provision of educational services at all levels. Despite the benefits of strict social and physical restrictions implemented to limit the spread of the virus worldwide, these restrictions have proven to have painful and profound consequences for educational institutions. The fabric of education has been severely challenged as educational societies find themselves in a state of emergency mode of “unrelenting chaos” . Globally, 1.6 billion youth and more than 200 million school workers were out of school in nearly 200 countries during the Covid-19 health crisis  as many schools had to close, but teaching processes were significantly disrupted. and had to be restructured. The rest of the academic institutions  are forcing 60 million educators to engage in online learning, creating some parallels in schools . Clearly, the rapid shift to distance learning practices and altered school management practices has challenged the instructional core of education, forcing teachers to adapt overnight teaching methods and pedagogy and student learning. has been forced to This in turn led to the reorganization and adaptation of practices used by school leaders to model traditional leadership roles, who effectively guided and supported within and between schools. , 9].
As well as being an integral part of driving change and innovation in schools, school leadership is critical to ensuring clarity, hope, guidance, resource efficiency, and open and confident communication within the school community in times of crisis. . As educational communities find themselves in emergency operating mode driven by the disruptions created by the turbulent and highly ambiguous environment of the COVID-19 era, school leaders are tasked with managing a unique crisis. is, and they offer a variety of services. of ways roles, implementing reforms in their organizations and changing policies, while navigating structural constraints and limited resources . Given the unpredictable challenges presented by the pandemic, school leaders are called upon to lead “both sensitively and directively”  (p. 3), as well as flexible and adaptive . They are called upon to use their trusted and reliable voice for the good of the school community, to act quickly and with vision, and to make quick critical decisions on complex issues that can save the lives of students and staff alike. . with empathy and humanity , as well as managing the anxiety, frustration and anger of others during a crisis .
Health Systems Resilience In Managing The Covid 19 Pandemic: Lessons From 28 Countries
However, although natural, man-made, and public health crises have historically affected educational institutions, crisis leadership as a theoretical and research concept has not been widely studied in education [ 17 ]. The impact of the Covid-19 pandemic on school leadership practices is minimal compared to related research devoted to spiritual practices [18, 19]. We felt it was timely to expand the current knowledge about school crisis leadership practiced during the pandemic and to instill future school leaders with “the need for effective crisis leadership at all levels of the system.” A systematic review of the subject. In this sense, this article aims to examine the holistic experiences of school leaders during the Covid-19 crisis through a systematic review of relevant empirical studies during the period 2019-2022. To achieve this objective, this study attempts to answer each of the following research questions:
This paper is divided into six sections: Section 1 deals with the introduction of the study and outlines the research questions. Section 2 provides the rationale for our systematic review by discussing similar literature reviews conducted on the topic of school crisis leadership, identifying various research gaps that need to be properly addressed. Section 3 provides a theoretical framework by analyzing key crisis management models and explaining their potential applications in the education sector to help school leaders prepare for, respond effectively to, and respond effectively to unforeseen challenges in all phases of the COVID-19 era. and enable them to be managed. Section 4 describes the research methodology used in this study, including the literature search process, selection criteria as well as the data collection and analysis procedures used. Results are discussed in Section 5, organized around each research question and highlighting implications for future school leaders. Finally, Section 6 provides concluding remarks on future research directions in the field of educational administration and school crisis leadership.
Because crises constitute an intense external force with high and often disruptive consequences for economies and institutions, such as the COVID-19 pandemic, crisis management has recently become the focus of several systematic reviews. redefine it and provide useful insights into the determinants that condition successful leadership practices during crises in various organizational contexts. In a recent systematic review, Ref.  A Difference for Leadership combines relevant theoretical and empirical research, drawing on bibliometric techniques conducted primarily in the fields of economics, psychology, and business management to highlight directions for future research in this area. -Uses a disciplined approach. In Harme and Moss’s  study, crisis leadership in the field of education was systematically studied, using lessons learned from educational leadership during crisis to synthesize recommendations related to effective strategies to reduce learning loss. As a basis for Policy and practice in the post-Covid-19 era.
Risk Management In Higher Education
 In a similar study conducted in the context of K-12 schools, crisis leadership was redefined based on empirical evidence of school crises.
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