School and District Structure Adaptations to the COVID-19 Super-Stressor

Autor/inn/en	Brazer, S. David; Bauer, Scott C.; Lavigne, Alyson L.
Titel	School and District Structure Adaptations to the COVID-19 Super-Stressor
Quelle	In: Journal of Educational Administration, 61 (2023) 3, S.205-221 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brazer, S. David) ORCID (Bauer, Scott C.) ORCID (Lavigne, Alyson L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2022-0172
Schlagwörter	School Organization; School Districts; Educational Change; COVID-19; Pandemics; Secondary Schools; Administrator Attitudes; Experience; Educational Administration; Leadership; Distance Education; Electronic Learning; In Person Learning + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; School district; Schulbezirk; Bildungsreform; Sekundarschule; Erfahrung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führung; Führungsposition; Distance study; Distance learning; Fernunterricht
Abstract	Purpose: The purpose of this paper is to present a conceptual framework that explains structural responses to external organizational shocks. The authors illustrate framework dynamics with one district's secondary schools' responses to the COVID-19 pandemic. Design/methodology/approach: The conceptual framework imagines structure as emergent, dynamic and responsive to external pressures, as the authors posited in an earlier publication. From an open systems perspective, the authors focus on restructuring for more effective sensemaking and bridging and buffering. Findings: The framework in this paper shows promise for its descriptive power. Interview participants' recollections of their responses to COVID-19 revealed an emergent structure and displayed evidence of crisis management, sensemaking and bridging and buffering. Research limitations/implications: The intent of this article, consistent with the special issue, is to propose a set of concepts that, together, shed new light on how researchers and leaders might think about structural adaptations to external influences. The conceptual framework shows promise, but has yet to be put to the test with systematic empirical research. Practical implications: The conceptual framework the authors develop here may serve to guide empirical research that expands knowledge of how school and district structures adapt to external influences. Viewing structure as supportive of adaptation to changing circumstances also informs preparation for and practice of education leadership. Originality/value: Capturing school and district leaders' recollections shortly after their schools' return to in-person learning is rare in the literature, and examining their reactions from an open systems perspective sheds new light on leadership under stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01