Learning and Growing: Trust, Leadership, and Response to Crisis

Autor/in	Sutherland, Ian E.
Titel	Learning and Growing: Trust, Leadership, and Response to Crisis
Quelle	In: Journal of Educational Administration, 55 (2017) 1, S.2-17 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-10-2015-0097
Schlagwörter	Trust (Psychology); Leadership; Crisis Management; International Schools; Qualitative Research; Influences; Context Effect; Communication (Thought Transfer); Decision Making; Cooperation; Elementary Secondary Education; Trustees; Administrators; Teachers; School Personnel; Parents; Surveys; Learning + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Krisenmanagement; International school; Internationale Schule; Qualitative Forschung; Influence; Einfluss; Einflussfaktor; Communication; thought; Kommunikation; Gedanke; Decision-making; Entscheidungsfindung; Co-operation; Kooperation; Treuhandanstalt; Lehrer; Lehrerin; Lehrende; Schulpersonal; Eltern; Survey; Umfrage; Befragung; Lernen
Abstract	Purpose: The purpose of this paper is to explore the nature of trust in a school community related to the leadership response to crisis. Design/Methodology/Approach: This study was a multiple-source qualitative study of a single case of a PreK-12 international school called The Learning School. Findings: The findings revealed the nature of how leadership influences and is influenced by context and community. These led to a discussion about two shifts, the focus on self to focus on others and the collective community, and a shift from a focus on self-preservation and protection to learning and growing together as a community. Communication, decision making, and collaboration in the community played a significant role in the community learning and growing from the crisis. Research Limitations/Implications: The study was limited by the nature of the topic, crisis in schools. The nature of crisis limits the ability to engage in inquiry before the crisis, and the inquiry was limited to the specific case that occurred in a unique context. The author proposes future cross-case research to develop an understanding of school and leader responses to crisis varies across individuals and contexts, and culture. Originality/Value: While there is a growing literature about trust, it is difficult to study schools in crisis due to the limitations of the topic and sensitivity of issues of crisis in schools. This study gives insight into the dynamics of leadership and trust in a school in crisis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01