School leadership during the COVID-19 crisis: A scoping review of empirical research

Author Identifier

Michelle Striepe: https://orcid.org/0000-0003-0216-5805

Document Type

Journal Article

Publication Title

Journal of Educational Administration

Publisher

Emerald

School

School of Education

RAS ID

72741

Comments

Striepe, M., & Kafa, A. (2025). School leadership during the COVID-19 crisis: A scoping review of empirical research. Journal of Educational Administration, 63(1), 48-62. https://doi.org/10.1108/JEA-03-2024-0062

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.

DOI

10.1108/JEA-03-2024-0062

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