Agile leadership in times of crisis - What does it take to lead an Independent school through a pandemic? - Independent Schools Victoria
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Agile leadership in times of crisis What does it take to lead an Independent school through a pandemic?
Foreword It’s an understatement to say that being a school principal is challenging, even at the best of times. As leaders of dynamic human organisations, large and small, principals deal with constant and sometimes conflicting demands. Their focus always is on the education and wellbeing of their students. At the same time, they have to meet the needs of staff and respond to the reasonable (and sometimes unreasonable) expectations of parents. And then there are the complex operational challenges – financial, administrative and legal - of ensuring the immediate and long- term sustainability of their school. All of these challenges are compounded in a crisis. COVID-19 is a crisis like no other and it has placed an extraordinary burden on principals. It has required them to adapt quickly to the imposition of remote learning as a result of school lockdowns, a technological and a human challenge for all involved – students, teachers and parents. They have had to adapt to sudden shifts in official health advice and government directives, a task made more difficult when advice and directives are complex and sometimes conflict. They have to respond and provide reassurance to their communities that often demand what COVID denies – certainty and consistency. They have to lead, displaying outward confidence when they themselves are tired, anxious and unsure. This research report confirms the crucial importance of leadership in a crisis, revealing how Independent school principals confronted the unprecedented challenges of COVID-19. It shows how they adapted and placed a priority on people and relationships, even as they dealt with their own stress, anxiety and fatigue. It suggests lessons for the future, whenever we finally emerge for the current upheaval. For now, the findings of this report are a tribute to the resilience of the principals who shared their experiences with our researchers. Michelle Green Chief Executive Independent Schools Victoria
Contents Executive summary 4 Key recommendations 6 Report findings at a glance 7 Introduction 8 Education and change: ‘Then’ and ‘now’ 9 The impact of COVID-19 on education 10 Research background 13 Results and discussion 19 Leading school communities through crisis: an overview 20 Leadership styles throughout the pandemic 25 Lockdown One: the spread of COVID-19 27 Lockdown Two: confronting emerging tensions 29 Envisioning a COVID-normal future 36 Conclusion 40 References 45 Appendix 48
Executive
summary
Leading a school is demanding To explore how Independent school principals
confronted the challenges of leading through the
at the best of times, let alone COVID-19 pandemic, Independent Schools Victoria
through a pandemic. In 2020, conducted a joint empirical qualitative research
study with Dr. Venesser Fernandes at the Faculty of
nearly four million students Education, Monash University. The study is based
enrolled in kindergarten to Year on 42 in-depth interviews with a sample of Victorian
Independent school principals conducted between
12 in Australia experienced some October and December 2020.
interruption to their learning
due to COVID-19. In particular, We found that:
• Principals adapted their priorities and leadership
Victorian students experienced approaches throughout the pandemic to navigate
two strict lockdowns with internal and external influences. Leadership styles
significant periods spent learning generally shifted from an operational leadership
approach to a more relational approach during the
from home. During such crises, second lockdown.
the role of school principal • We found clear differences in the aspects of school
becomes an unenviable and leadership that principals prioritised, depending on
their length of time in the role. Mid and experienced
difficult proposition. The diverse principals (over four years) were more likely to
challenges and competing needs discuss school sustainability, teaching pedagogy
that principals must juggle can and overall wellbeing compared to new principals.
New principals (3 years or less) were more likely
also take a toll on their wellbeing than mid to experienced principals to discuss
and have a detrimental impact operational and financial challenges and the value
of community support and partnerships.
across school communities.
• The dominant leadership style adopted by
principals was relational leadership. Eighty-three
per cent of principals showed a strong inclination
to become more people-centred by placing greater
emphasis on building organic relationships, rather
than focusing on just outcomes or solutions.
• Most principals found that people leadership was
key in navigating the crisis successfully.
Agile leadership in times of crisis | 4
• Seventy-six per cent of principals suggested there • Principals learned that it is important to embrace
is an opportunity to review aspects of current uncertainty, be upfront and able to show
school models and pedagogical approaches. vulnerability. By doing this, they were able to
Several principals initiated plans to refine their encourage a growth mindset and a safe space for
current curriculum with an increased focus on experimentation and disruptive innovation for their
digital technologies and developing new learning school community.
frameworks.
• Some principals considered incorporating a hybrid
• Sixty-six per cent of principals reported learning approach to leverage the benefits
experiencing high levels of stress, anxiety and observed from remote learning.
fatigue during the pandemic. However, some were
• To survive and thrive during such uncertain, complex
also able to see the silver lining and perceived the
and ambiguous times, principals performed a
experience as an opportunity for the school to
delicate balancing act of making decisions without
grow. They felt more competent and confident as
fully knowing the consequences, while often dealing
they rose to the challenges thrown at them.
with financial pressures and questions about school
• Many principals may not have had adequate sustainability.
support or resources to cope with the mounting
stress, caused by a significant workload and often They also had to manage people, relationships and
exacerbated by professional isolation. communication with empathy and compassion. This
invariably enabled new practices – grounded in adaptive
• Eighty-eight per cent of principals reported that it
and agile management and leadership principles – that
was necessary to shift their focus to mental health
encouraged experimentation and innovation.
and wellbeing throughout the pandemic.
• Principals increasingly used research, data and While the challenges and opportunities stemming
technology to make evidence-based decisions from the COVID-19 crisis varied from school to school,
during the crisis. Those who used data were keen it was clear that principals were fighting apart, rather
to continue doing so due to the positive impact than alone. Together, they demonstrated newfound
observed. optimism through courage, hope and resilience.
Their stories pave the way not only for school leaders,
• Some principals have created emergency but educators, parents, students, researchers,
contingency plans to ensure their school remains policymakers and other relevant stakeholders to
financially sustainable. reimagine what quality education could look like in
• For many principals, the perception of their role COVID-normal times and beyond.
shifted from being a leader of a school to a leader
of their community.
Agile leadership in times of crisis | 5
Key recommendations
Based on our research findings, principals would be • Conducting regular self-reflection to identify and
encouraged to consider: address any physical, mental and emotional
• Embracing and maintaining flexibility to modify exhaustion to prevent burnout and champion
curricula and teaching delivery as required. self-care and self-reflection.
• Prioritising mental health and wellbeing concerns • Continuing to use research, data and technology
on an institutional level, recognising that these to act on insights and be more agile in strategic
issues have wider implications and require a decision making.
systemic response. • Embracing uncertainty and showing vulnerability
• Developing emergency contingency plans to to gain trust and increase collaboration.
ensure their school remains financially • Incorporating a blended or hybrid learning
sustainable, now and in the long-term. approach to leverage the benefits observed from
• Building relationships within and beyond their remote learning.
school communities and strengthening networks
to increase collaboration.
Agile leadership in times of crisis | 6
Report findings
at a glance in-depth interviews
with Victorian
Independent school
principals.
reported a shift in showed a strong
The dominant focus to mental inclination to
leadership style adopted health and become more
by principals was wellbeing. people-centred
relational leadership. during the
crisis.
Mid and experienced New principals
principals (3 years or less)
(more than 4 years)
more likely to discuss experienced high
more likely to discuss operational and levels of stress,
school sustainability, financial challenges anxiety
teaching pedagogy and the value of and fatigue
and overall wellbeing. community support during the
and partnerships. pandemic.
Principals increasingly
used research, data
and technology to make
evidence-based decisions.
suggested there is an
opportunity to review
aspects of current school
models and pedagogical
approaches.
Introduction
Education and change: ‘Then’ and ‘now’
Technological development has significantly Nevertheless, schools are in a unique and important
changed the way in which people work and position to engage and equip students with relevant
communicate, particularly since the late 1980s skills and competencies to navigate the future in this
and early 1990s. However, it’s not until recently volatile, uncertain, complex and ambiguous world.
that the idea of digital nomadism in corporate Many schools embrace a student-centred approach
and professional settings has became somewhat to support and encourage students to learn in a
mainstream (Aroles, Granter & de Vaujany, 2020). sustainable, authentic, active and purposeful way.
Globally, there is a movement for businesses, In turn, this enables them to develop agency and
communities and individuals to become more ownership in learning; cognitive, metacognitive,
flexible and autonomous. We are also seeing workers interpersonal and emotional skills; and practical
progressively detached from a physical location, capacities to become agents of change (Tanner, 2012).
enabling them to perform organisational functions
and collaborate anywhere, anytime (Ideland, 2021). To encourage students to think as global citizens,
schools are increasingly paying attention to local
The education sector is no exception. We have seen educational policy changes as well as international
a steady increase in virtual teaching and learning trends in the knowledge economy. For example,
in recent years – from formally structured open some schools are moving away from an examination-
university programs to Massive Open Online Courses based curriculum to project-based learning to help
(MOOCs) that are free for anyone to enrol. Some students to think critically and deeply about real-
examples include courses offered by Khan Academy, world problems (Bughin et al., 2019; IIori & Ajagunna,
Coursera and Udacity; socially networked learning 2020). These significant changes suggest that
via tools like wikis, weblogs, podcasts and YouTube; schools may look to provide opportunities to empower
as well as social networking sites such as Facebook educators through distributed leadership to transform
(Lourie, 2020; Siemens & Conole, 2011). Some of the education. As learning practices evolve, teachers
world’s top companies including Google, Microsoft, will need more targeted professional learning that
Amazon and Zoom have also tapped into educational facilitates innovative pedagogies and evidence-
services (Williamson, Eynon & Potter, 2020). based data to make decisions involving teaching and
assessment (Barnes et al., 2018; Mahat et al., 2018).
Agile leadership in times of crisis | 9The impact of COVID-19 on education
The COVID-19 pandemic accelerated the need for In a similar vein, Gardner-McTaggart (2020) highlights
schools to embrace remote learning to sustain quality the need for educational management, administration
education. More than 1.5 billion enrolled students of all and leadership to reposition from its current form
ages – approximately 90 per cent of the global student based on dominated knowledge. For instance, the
population – have been affected by the pandemic pandemic prompted schools to be more vigilant about
(UNESCO, 2020a; 2020b; UNICEF, 2020, cited by practices like hygiene at an organisational level. By
Bozkurt et al. 2020, p. 2). Although COVID-19 has dealing with such present-future needs, schools are
been dubbed a ‘once-in-a-century pandemic’ (Gates, encouraged to think and work collectively to reinforce
2020), which presents unique complexities and sustainable and common-sense goals.
challenges for teaching and learning, it will certainly
not be the last crisis we face in our time. Therefore, This underpins a power shift some scholars have
schools will increasingly require agile leaders who pointed out that concerns educational leadership at
are able ‘to adapt to changing demands, and seek an institutional level: emphasising of communality
unique solutions in partnership with colleagues and rather than individuality (Sergiovanni, 2005). Despite
peers’ (Breakspear et al., 2017, p. v), as they become various leadership styles, personal traits and
accustomed to a ‘new COVID-normal’. competencies – as well as philosophies and values
– being commonly used as precursors to successful
While adaptability, flexibility and agility are often leadership in education, Sergiovanni (2005) argues
used synonymously to describe how people respond that ‘the heartbeat of leadership is a relationship, not
to change and uncertainty, some scholars argue that a person or process’ (p. 53). It is therefore important
they are different concepts. For example, Conboy to consider and contextualise relevant relational,
(2009) points out that adaptability is predominately environmental and situational factors to understand
reactive. In other words, when ‘the world “outside” how they can influence leadership practices in
of education changes, so must the world “inside” of education. For example, in Australia alone, nearly four
education, with much of the responsibility for leading million kindergarten to Year 12 students are enrolled
the changes resting with school leaders (Timperley et in schools (ABS, 2019). While every principal, teacher
al., 2020, p. 1, cited by Elliott & Hollingsworth, 2020).’ and student experienced some level of interruption
in 2020, impacts emerging from the pandemic varied
Agility, on the other hand, signifies a two-way process, among schools in different states.
where one can also influence and implement radical
change (Conboy, 2009). While agility in education is
not new, it is especially relevant in times of crisis.
This is because school leaders are prompted to “The heartbeat
scramble for resources and act quickly without fully of leadership is a
knowing the consequences of their decisions. As
education systems around the globe are continually
relationship, not a
forced to engage in emergency remote education, we person or process.”
are witnessing a shift from chalk-and-talk teacher-
centred learning to student-focused and collaborative Sergiovanni (2005)
processes (Bozkurt et al., 2020).
Agile leadership in times of crisis | 10What is relational leadership?
The dominant leadership style adopted by principals throughout the pandemic was relational leadership.
The diagram below shows the elements of this leadership model.
Context
Understanding key issues
and being able to think
strategically about how to
respond
Change Complexity
Having the skills to
Understanding and
survive and thrive
working effectively
in situations of low
with the dynamics
Connected certainty and low
of change
agreement
The ability to understand
actors in the wider political
landscape and to engage and
build effective relationships
with new kinds of internal
and external partners
Adapted from: Bond, D., Dent, F., Gitsham, M., & Culpin, V. (2010). A perspective on leadership: Towards a relational leadership framework. The Ashridge Journal, 4, p.2.
Agile leadership in times of crisis | 11The situation that Victorian principals faced was Consequently, operational guidelines across Victorian
unique as the lockdown restrictions in Victoria Independent schools were uncertain and many
were more strict and prolonged than other states in constraints ebbed and flowed during the crisis. These
Australia. The first lockdown lasted from March-May guidelines were often unclear, contradictory and came
and the second lockdown from July-October 2020. In from multiple government departments within both
total, Victorians were in hard lockdown for 176 days the Federal and State Governments, which placed
in 2020, compared to 56 days of less stringent rules further strain on school principals. For example,
for non-Victorians. In addition to the night curfew in April 2020, Victorian Independent schools were
(8pm to 5am) imposed across the metropolitan required to decide whether to re-open their school
area, Melburnians were required to stay home to receive an early funding payment from the Federal
unless shopping for essential goods and services; Government or to continue with remote learning as
undertaking work or study that could not be done from advised by the Victorian Chief Health Officer (ABC,
home; seeking or giving care; or exercising 2020). This was a difficult choice for many principals
(for a maximum of one hour) within a 5km radius to make.
(Westrupp et al., 2021).
There is some research providing insights on how
While restrictions were slightly less severe for regional COVID-19 may have impacted education in Australia
areas, Victorian students in general spent significant in general (e.g., see Drane, Vernon & O’Shea, 2020;
time learning from home compared to other states in Morris et al., 2020; Scull et al., 2020). In June 2021,
Australia. ISV released a report on how school communities
adjusted to remote learning during COVID-19 based
on its LEAD School Effectiveness Surveys. Other
than this, studies on the experience of Independent
schools in Victoria are scant. While existing studies
capture the experiences of teachers and students,
narratives from school leaders remain unexplored.
This study was conducted to address these gaps,
primarily to understand the experience of principals in
Victorian Independent schools during the crisis.
Agile leadership in times of crisis | 12Research Heading background
The role of a principal is pivotal in Principalship is an emergent profession. As noted
by one principal during the interview: ‘it is like
maintaining education continuity driving a car while still building it!’ Nevertheless,
and growth, especially in a time the significant challenges facing school leaders
of crisis. As Gouëdard et. al. throughout the COVID-19 crisis provided an
opportunity to investigate how principals at Victorian
(2020) suggests, ‘principals are Independent schools tackled these issues and what
key, as they are at the heart of we can learn from their experience.
the school-level strategies to In collaboration with Dr. Venesser Fernandes from
respond to emergencies’ (p. 13). the Faculty of Education at Monash University, this
research aims to explore the experiences of principals
Against this backdrop, Independent Schools of Victorian Independent schools who led their school
Victoria (ISV) explored the role of school leadership through the pandemic. Specifically, this study aims to:
during the pandemic, how principals felt, what they • Investigate how principals experienced the
learned and the challenges they encountered. The COVID-19 lockdowns by expanding on the
initial interviews, undertaken by ISV staff during conversations and insights gained in the initial
the first Victorian COVID-19 lockdown in April 2020, interview,
provided a landscape view of Independent schools
and the challenges they were facing in relation to • Improve understanding of how principals
education, finances, health and wellbeing. strategically led their school during the
pandemic to identify key elements of an agile
Our initial research found that principals took the leadership and school,
opportunity to review and redesign current practices
• Explore principals’ reflections of how this
during the pandemic. Some of the opportunities
experience might change their school and the
identified were collaboration and communication
post-pandemic educational agenda in schools.
(among staff, parents and other schools), changes
in the traditional timetable, the use of technology,
and the upskilling and reskilling of teachers to stay
relevant in the new means of curriculum delivery.
Agile leadership in times of crisis | 14Research questions
The overarching research question that guided The second, and core component, was qualitative
this study has been: ‘What was the experience of research among principals in Independent schools. The
principals in Independent schools during the COVID-19 qualitative approach allowed for a detailed and flexible
crisis?’. This was explored using the following sub- examination of people’s perceptions and decision
research questions: making. As the objectives were explorative in nature,
• How did principals describe the experience in-depth interviews were chosen as a medium to receive
leading their school in both lockdowns? elaborative feedback and deeper understanding of
opinions. The richness of this data could not be obtained
• What was the impact of this experience in their
through a quantitative design.
leadership and decision making?
• Which elements and practices helped principals The target audience for this study were principals
in enabling an agile and adaptive school? of Independent schools in Victoria, specifically,
• How did principals describe their school and those already interviewed in the initial research
education in post-pandemic times? during the first lockdown in early 2020. Interviewers
in the initial research were mainly responsible for
Research design
conducting interviews in this study. Interviewers
used a semi-structured discussion guide to conduct
and methodology the interviews. This enabled a less rigid and
conversational interview which allowed interviewers
to probe various scenarios.
We conducted two research components for the
current study. The first component, project planning All interviews were audio recorded and transcribed
and establishment, was designed to develop a deeper for subsequent analysis. In addition, an analysis
understanding of the initial research conducted during framework was used as a guide for interviewers to
April–May in 2020 and to review existing material note their impressions of the key themes, patterns,
relevant to this study. To achieve this, informal quotes and points of interest during the discussion.
interviews were conducted with interviewers involved The process of analysis began the moment the
in the initial research and relevant ISV staff who have discussion ended. This initial analysis approach
contact with principals and/or expertise in school ensured that qualitative data was interrogated in a
leadership. Additionally, we conducted a literature scan thorough yet timely manner.
of current research to ground the study. This ensured
that collective experience and data was used to inform
the development of the discussion guide, interview
questions and supplementary analysis.
Agile leadership in times of crisis | 15Participant demographic
Using a sample of 90 principals interviewed during the first lockdown, which was broadly representative
of all Victorian Independent schools, a total of 42 principals participated in this research. The interviews
took place in November–December 2020, averaging 45 minutes in length. The following diagrams provide a
breakdown of principals’ school demographic and experience.
School location
Metro. n=33
Regional. n=9
School type Years of experience as principal
7%
21%
Combined. n=28 New (3 years or less). n=14 34% 32%
Primary. n=3 5% Mid experience (4-7 years). n=14
Secondary. n=9 Experienced (8 years or more). n=13
Special. n=2
67%
34%
*One participant interviewed was an Assistant PrincipalAnalysis approach
The data investigation involved thematic analysis In this study, the power of storytelling was used
to identify emerging themes. We implemented to unpack principals’ experience, challenges and
the following coding approaches when assessing leadership during the crisis. We looked at the three
the notes within interviewer’s analysis framework, dimensions of narrative inquiry (temporal, sociality
recordings and transcripts: and place dimensions) to understand principals’
• Descriptive coding: first cycle method of coding experience. The narrative analysis framework shown
that involved reading through qualitative data, in Figure 1 (p.18) provided a roadmap to develop
and coding passages according to topic semi-structured interview questions that were
central and relevant to our research.
• In-vivo coding: refers to a word or short phrase
from the actual language found in the qualitative The narrative inquiry approach allowed us to explore
data record, using participants' own words, and how a principal’s experience is seen, shaped and
weaving their language into the descriptive codes. reported. It enabled us to include narrative elements,
develop plots based on chronological patterns
Multiple iterations of coding were carried out
and divide plots based on internal and external
using a narrative inquiry framework, which is the
circumstances and challenges.
process of gathering information for the purpose of
research through storytelling. As Clandinin (2006)
points out, ‘arguments for the development and use
of narrative inquiry are inspired by a view of human
experience in which humans, individually and
socially, lead storied lives.’
Agile leadership in times of crisis | 17Figure 1: Narrative analysis framework
Lived experience
(Every experience has a past, present and future and is
simultaneously personal and social), influenced by exernal context
Sociality
(interaction) Place
(contextualised realities)
Personal conditions
(e.g. "feelings, hopes, desires, aesthetic Specific concrete, physical and
reactions and moral dispositions") topological boundaries of place where
the inquiry and events take place.
Social conditions
(e.g. "cultural, social, institutional and linguistic Internal (e.g. organisational) and
narratives", researcher (interviewer) external contexts (e.g. State and
and participant relationship, Federal influence, unforeseen
ISV's role, collaboration circumstances etc.)
between schools etc.)
Temporality
(continuity in time)
Past Present Future
(reflection) (experience) (outlook and expectations)
March-May 2020 July-October 2020
Start of During the pandemic Past pandemic
the pandemic and the new "normal" (Recovery phase)
(First lockdown, first wave) (Second lockdown, second wave)
(Source: Image adapted from Clandinin, 2006)
Agile leadership in times of crisis | 18Results and discussion
Leading school communities through crisis:
an overview
Principals’ challenges and priorities started with an initial ‘COVID crisis’ period beginning in March 2020. This
shifted to a period of ‘COVID normal’ that all schools reached sometime between the end of the second lockdown
in October and the return to school for all students around November/December. Figure 2 below portrays the
number of mentions by theme during lockdown one, lockdown two and COVID-normal. The gradient reflects the
distribution of data, with a red shade representing a higher number of mentions across interviews.
Figure 2: Heatmap of key themes by time stages
Lockdown 1 Lockdown 2 COVID-normal
(Mar-May 2020) (Jul-Oct 2020) (Oct 2020-Feb 2021)
Teaching pedagogy
Wellbeing
School sustainability
Operational and financial challenges
People management and communication
Technology
Evidence-based
Resources and support
Principal wellbeing
Staff development
Remote learning
School strategy
Community
School culture
Education outcomes
(Source: Coded main themes by time stages, n=42)
Note: Red and darker shades represent higher number of mentions.
Agile leadership in times of crisis | 20In summary, during lockdown one, principals Figure 3 shows that new principals (3 years or less)
prioritised operational and financial challenges and were more likely than mid to experienced principals
setting up remote learning. The priority then shifted to discuss operational and financial challenges.
towards wellbeing, using evidence-based data and They discussed the value of community support and
focusing on community during lockdown two. Towards partnerships and were keen to revisit their school
the end of 2020, many principals aspired to resume strategy once restrictions were lifted. They were also
strategic planning once the school was back on- more likely to highlight their own mental health and
site. Most schools were able to conduct reflective wellbeing than those who had more experience.
considerations of what worked well and what did not
during remote learning, and to leverage the benefits Principals early in their career were not only faced
that emerged. with operational and strategic issues, but the added
pressure of building relationships and conceptualising
For example, one of the key considerations was to their role and duties as a ‘principal’. On the other
explore how a hybrid learning approach can further hand, principals with more experience who already
improve student learning and experience. In summary, had established relationships were able to shift their
school responses to the pandemic have been attention to creative and innovative endeavours to
extraordinary as they shifted from ‘COVID-crisis’ to improve teaching and learning. For example, mid and
‘COVID-normal’. experienced principals (over 4 years) were more likely
to discuss school sustainability, teaching pedagogy
Additionally, principals’ focus differed by their years and overall wellbeing compared to new principals.
of experience. As depicted in Figure 3 (p.22), we
found clear differences in what principals prioritised
depending on their length of time in the role.
Agile leadership in times of crisis | 21Figure 3: Heatmap of themes by principal’s experience
New Mid experience Experienced
(3 years or less) (4-7 years) (8 years or more)
Teaching pedagogy
Wellbeing
School sustainability
Operational and financial challenges
People management and communication
Technology
Evidence-based
Resources and support
Principal wellbeing
Staff development
Remote learning
School strategy
Community
School culture
Education outcomes
(Source: Coded main themes by principal’s years of experience, n=42)
Note: Red and darker shades represent higher number of mentions.
Agile leadership in times of crisis | 22The findings from our research also suggest that As demonstrated in Figure 4, principals’ leadership
principals adapted their priorities and leadership styles generally shifted from an operational
approaches throughout the pandemic to navigate leadership approach to a more relational approach
internal and external influences. This can be seen in during the second lockdown. As the crisis wore on,
Figure 4, where most principals adopted a transactional principals reported becoming more empathetic as
leadership approach as schools quickly moved into a they were mindful that the pandemic has taken a
remote learning model during the start of the COVID toll on their staff and students’ mental health and
crisis. Principals also generally focused on contingency wellbeing. As they worked through the crisis, most
planning during the first lockdown to mitigate potential principals adopted a leadership approach that can be
risks. During that time, principals reported being highly variously described as values-based, collaborative,
exhausted and anxious, but determined to portray transparent and innovative.
calmness and lead from the front.
Figure 4: Heatmap of leadership approaches by time stages
Lockdown 1 Lockdown 2 COVID-normal
(March-May 2020) (July-October 2020) (October 2020-February 2021)
Building resilience and innovation
Community and stakeholder leadership
Compassionate leadership
Contigency planning
Distributed leadership
Reflective leadership
Relational leadership
Servant leadership
Support system and networks
Teamwork and collaboration
Transactional leadership
Values-based
Visionary leadership
(Source: Coded main themes by time stages, n=42)
Note: Red and darker shades represent higher number of mentions.
Agile leadership in times of crisis | 23“Principals’ leadership styles generally shifted from an operational
leadership approach to a more relational approach during the
second lockdown. As the crisis wore on, principals reported
becoming more empathetic as they were mindful that the
pandemic has taken a toll on their staff and students’ mental
health and wellbeing.”
When asked what leadership approach they would Principals felt they had an accountability in the wider
prioritise in a COVID normal environment, most noted community to ensure students receive a quality
that ‘people leadership’ is key. While many principals education and develop a civic responsibility despite the
already acknowledged this point, the effect of the pandemic. For example, one principal mentioned that
pandemic heightened this reality in schools and a key element of leading through a crisis was having
refocused many principals on the importance of a strong community bond, which would ultimately
people leadership. They were keen to maintain the support a school to continue to grow.
communication structures and strong bonds they
had strengthened among their staff and stakeholders Other principals noted that having to adapt to changing
during the pandemic. They also intend to actively conditions during the pandemic also influenced their
incorporate stakeholders’ voices in their school’s perception and leadership practices. For example,
strategic decision making. the majority reported growing more confident in
leading their school communities. At the same time,
For many principals, the perception of their role their expectations of themselves became arguably
shifted from being a leader of a school to a leader of more realistic and reasonable upon recognising their
their community. individual strengths and constraints. As a result, some
principals experienced a high level of personal growth,
" We certainly pushed a few things to the sidelines and reporting that they became more empathetic, more
just focused as much as we could on teaching and conscious of their leadership style and more accepting
learning, and building connections with the community." of things outside of their control.
Most principals increased their focus on "…we just haven't got where I'd hoped we might be
understanding community needs and involving with that, but that's fine."
them in the actual planning process. Principals
also recognised the importance of building and "…it’s been an insane year, but also, in terms of
maintaining strong relationships within the school personal growth and professional growth, the
community and beyond. Some schools continued to most valuable."
conduct cultural festivals in COVID-safe environments
to further establish the school’s presence in the
community, maintain tradition and provide a social
and emotional uplift for students and staff.
Agile leadership in times of crisis | 24Leadership styles throughout the pandemic
Given that leadership is a fluid construct, principals "I think my leadership was evolving anyway, but this
had to adopt different leadership styles throughout has probably accelerated a few things. I’ve tried to
the pandemic. While every principal’s experience was have a more humanistic approach to my leadership in
unique, several distinctive styles were evident. the last few years and that certainly accelerated when
I came here."
Figure 6 below shows the percentage of principals
who identified with each leadership style during the As a result, principals were not only able to build
pandemic. stronger connections with staff, students and
parents, but also with their professional networks and
The dominant style adopted by principals was local communities. Put simply, when leading through
relational leadership. This style of leading through a crisis, we found that relational leadership trumps
a crisis stood out, with 83 per cent of principals transactional leadership.
becoming more people-centred and placing greater
emphasis on building organic relationships, rather
than focusing on just outcomes or solutions.
Figure 6: Leadership styles identified in the current study
% of principals who adopted each leadership style
Relational leadership 83%
Values-based leadership 64%
Compassionate leadership 64%
Visionary leadership 26%
Distributive leadership 19%
Reflective leadership 17%
Servant leadership 7%
Transactional leadership 5%
Agile leadership in times of crisis | 25In general, principals also showed increased empathy In this light, principals assumed a great responsibility
and understanding throughout their experience to lead and were consciously aware of their ‘duty
leading through the COVID-19 crisis. This type of of care’ when making decisions. Often, they are
compassionate leadership that was evident in some, influenced by the school's philosophy, ethos and
contrasted with others who adopted a more servant traditions when making decisions about the values
leadership style, noting that they had a greater underpinning their leadership.
capacity to see things from others' perspectives. They
were also more willing to listen and empathise, or just Our study also found that some principals are driven
‘be there’ to serve those in need. by a firm vision, demonstrating visionary leadership.
As one principal described her state of action being
"And as we’re moving forward with COVID, the thing equivalent to steering a ship: ‘The ship needs to be
that I’ve put into leadership is just making sure, and firm. [The] steering wheel, you've got to hold it in
doing much more checking in on staff, on how staff your hands.’ By not losing sight of the big picture,
are actually going in their personal life. Because that these leaders demonstrated resilience despite
has a strong effect on their professional life." changing circumstances.
"Listening to people, listening to hear where they Another leadership style we uncovered related to
were unhappy, unsettled, concerned…my priority is distributive leadership. We witnessed a shift in
about making people feel supported." authority where principals increasingly opted to
share responsibilities with others by empowering and
We also found that many principals adopted a involving their staff in higher level problem-solving
reflective leadership approach, where they took the and decision-making.
time to reflect and critique their own leadership style
to improve how they lead their school. Other principals As mentioned on p.18, the narrative inquiry framework
were more motivated by their perceived values and allowed us to examine principals’ experience through
purposes and practised valued-based leadership. the continuity in time.
"I don’t think that my role ever finished. It didn’t
finish till after ten o’clock at night, when I finally
went to sleep it would finish. And then when I
woke up it started all over again and including on
the weekend."
"The role of a principal is to offer whatever it is
that a community needs at a particular time.
Sometimes it takes a hammer, sometimes it takes
a rose. While the pandemic has changed some of
the things I have done, the actions, but not actually
what I see as my role."
Agile leadership in times of crisis | 26Lockdown one:
the spread of COVID-19
Planning, decision-making and Moreover, around 31 per cent of principals expressed
frustration in dealing with conflicting information
navigating through uncertainty from the State and Federal Governments. Principals
also noted a lack of clarity from various government
Principals in general found it extremely difficult to and statutory organisations. On the other hand, many
run their school, likening it to navigating in the dark principals saw Independent Schools Victoria (ISV) as an
at times. This was especially the case during the first invaluable resource. For example, some were grateful
lockdown, where they had little information about to receive guidance from ISV’s daily email updates;
decisions and guidelines from government. As a result, others praised individuals from ISV who provided timely
principals needed to make decisions quickly without advice, mentorship and help with funding applications.
fully knowing the consequences. This was something
that initially sat uncomfortably with many principals. While most principals mentioned that their School
Board and communities were supportive and
For instance, this was seen in the case of school understanding, having to maintain regular contact
closures during mandatory lockdowns. To anticipate with multiple iterations of communication back
the needs of their students and communities, and forth was incredibly wearying, especially when
principals promptly decided to shift to online learning stakeholders demanded that principals provide answers
prior to the official announcement of state-wide straightaway.
school closures due to rising concerns from their
community. Others reported that they were ‘literally "It also demonstrates to me that we have a Board that
making decisions hour by hour’ as new information works closely with myself and the executive team
kept unfolding. Given that the state of Victoria went when they need to, and that our values are aligned.
into lockdowns within short notice, that had no And I think that’s really come through this year."
foreseeable end date, it was incredibly challenging for
principals to plan their school operations. While no one anticipated the severity of the COVID-19
crisis, more than one-third of principals (36 per cent)
"I had to take a lot of shots in the dark, and make said they were aware that some basic contingency
mistakes, and see whether it worked for our planning and forecasting may help to offset a potential
school community." crisis. Therefore, some principals indicated that they
will be incorporating lessons from the pandemic into
developing strategic plans in their short to mid-term
future. For example, some principals recognised that
they need to consider how to better prepare for future
lockdowns to help their schools navigate challenges
like wellbeing support, improving their school’s ICT
infrastructure, developing a consistent approach to
messaging, as well as looking at ways to reskill, upskill
or hire quality teachers in the COVID-normal future.
Agile leadership in times of crisis | 27During our interviews, some principals commented on Some principals reported that their schools conducted
how their past professional experience in dealing with multiple surveys among their stakeholders to ensure all
crises and other knowledge from previous workplaces voices were heard. For example, one principal revealed
may have helped them to manage the pandemic. Many that his school tailored their current wellbeing program
principals felt that lessons from the first lockdown based on data findings on students’ mental health.
enabled them to become more confident in dealing with In these cases, developing data literacy capabilities
the situation the second time around. across staff becomes important. To ensure validity and
reliability of data, a fully integrated and accessible data
"I think the second lockdown for us was easier, system would further enable staff across levels to make
because we already had a template. We already had strategic decisions to create and refine teaching and
the communication strategy…We worked out that learning that reflect students’ needs in real-time.
we were overloading the kids in the first lockdown
compared to the second time around. People had to As we can see, principals had to navigate through a
really decide what was important for the kids to take great deal of uncertainty during lockdown one. They
away. So, the structure of the day changed." also had to juggle day-to-day operational challenges to
keep their school running.
Approximately 48 per cent of principals mentioned that
they increasingly used evidence-based research and
data to enable a more holistic understanding to inform
decisions during the initial stages of the pandemic
when planning was difficult. Types of data collected
for this purpose included self-reflection evaluations,
documenting new processes, observational data in the
classroom, student engagement data, attendance data,
as well as surveys to grasp how schools could better
support their communities.
"I think the other experience and opportunity has
been for us as educators to see the role of flexibility
in learning. So, student feedback was very much
about their ownership and their choice and voice in
learning, and how they chose to work."
Agile leadership in times of crisis | 28Lockdown two:
Confronting emerging tensions
Dealing with financial pressure Schools with international students were still facing
border closures and uncertainty as to whether their
and ensuring school sustainability students would be able to return to Australia in early
2021. One school lost 30 international students and
Principals said they faced immense financial pressure had to ask staff to take voluntary redundancies to
during the pandemic. Economic factors, such as resolve their financial state. Some principals also had
parents’ loss of income and loss of enrolments to face overwhelming pressure from parents who
(particularly international students), placed financial were frustrated by the system.
stress on some schools. For almost all schools,
COVID-19 created increased operating costs through While some principals will immediately assess
new IT expenditure, staff development, and other their school’s finances to ensure they can allocate
short-term or ongoing related expenses such as resources for students and their families who are
personal protective equipment, cleaning services and financially impacted by the pandemic, they also
safety equipment. These fiscal burdens were especially understand that this will be an ongoing process for the
tough for schools already facing financial pressure next few years.
before the pandemic.
" We're not sure how the economy is going to go, and
As fees are the predominate source of income we're an Independent, fee-paying school. So, that
for most Independent schools, some principals puts strain on families and also whether we're even
offered fee discounts to families during early days an option [for some parents] anymore."
of the pandemic to alleviate pressure on the school
community. Although offering fee relief to families Principals acknowledged that there might be lasting
(who were themselves uncertain of the ongoing impacts from the pandemic, recognising that they will
impact of the crisis) assisted in keeping students not feel the full financial fallout of the crisis immediately.
at the school, this placed even more pressure on Sixty-four per cent of principals outlined concerns
principals. For instance, many principals worried around the sustainability of their school. For instance,
about constraints on their ability to keep their some principals had to engage in ongoing discussions
workforce at full capacity. Such juggling acts with staff to assure them of their job security.
between operational realities and keeping the school
community together were common and placed great Despite the uncertainty around finances, many
stress on many principals, especially at the height of principals had a positive outlook on future enrolments.
the uncertainty surrounding the pandemic. In fact, the most recent Census data revealed that
Independent school enrolments as a whole have
Some schools continue to experience or anticipate increased marginally from the previous year despite
long-term financial impact due to the destabilisation the pandemic. One principal highlighted the need
of student enrolments attributed in some cases to to balance cost efficiency and education quality.
the pandemic. To maintain financial sustainability, principals may
need to find new alternatives to reduce costs without
"There was probably a concern on how, with such a compromising quality.
small school, that any impact on enrolments could
be devastating for us really."
Agile leadership in times of crisis | 29In response, some principals started to look for "We may be competitor schools, but that doesn’t
new markets to overcome the loss of international matter right now; we’re here to just get through this.
students. In these schools, a new marketing approach There was a huge amount of sharing in the earlier
to raise the school’s reputation and target new days…that was great, just seeing various networks all
audiences was deemed necessary. As seen from come together and share and support one another."
schools that reported an increase in enrolments
during the pandemic, principals suggest positive "One of the biggest things for me was great
reputation among communities and the perception collaboration between leaders. So, a number of
of value for money based on school fees may have principals, we got together quite regularly, not
contributed to their growth. physically, but by phone or through Skype, and
communicated what we were doing and why we
"The word is spreading. It’s taken three or four years, were doing it. And it gave us a chance to reflect, not
but the word is spreading that what we offer is a necessarily change anything that we already made
very viable alternative for those students who don’t decisions, but it definitely said, “Oh, okay, I've not
fit mainstream." thought about that."
While schools are affected in different ways, Some principals also recognised the benefits of
principals interviewed suggested that they are not having participated in programs facilitated by ISV
struggling alone. Some principals mentioned how they like Leading Learning that Matters (LLtM), which
valued opportunities to collaborate with other schools continued to provide connections with other schools
to form professional networks and support each other and allowed them to work together and share
during the pandemic. resources. In general, principals appreciated support
from their networks during the pandemic.
Agile leadership in times of crisis | 30"Our staff have been there 100% of the time.
Managing people, relationships And, yes, they've been stressed. And yes, they're
and communication exhausted, but they're there for each other. And the
feeling of the team is just huge."
Principals from our interviews revealed that one
effective way to build trust and maintain connection Staff collaborated more frequently through formal
among school communities during remote learning and self-organised groups during the lockdowns.
was through regular and transparent communication. For example, one school started a ‘buddy system’ on
Facebook where staff members regularly ‘check-in’
"The pandemic has accelerated my practical with one another to ensure everyone is coping okay.
leadership of the community, and the necessity to Other schools created learning community groups
have clarity of communication to all of our families. from different campuses or year levels to encourage
We put all messages there so what they would see, teachers to come together to share their learning,
they would see the executive principal speaking and brainstorm and create pilot projects or experiment
giving some clear messaging about how the school with new teaching. Principals also found that teachers
was responding, with honesty, and saying there are were taking more ownership of teaching as they
still some uncertainties, but we will communicate to assumed responsibility to work out effective ways to
you as they come out." teach remotely, individually and as a team.
Almost half of the principals interviewed (43 per "I’ve seen more professional learning, more
cent) reported that they felt supported, helpful and adaptive learning, more creative thinking … than
understanding after engaging with stakeholders. I’ve ever seen."
Principals were able to maintain connection with
their school communities via virtual meetings, "One of our staff, who’s been here a number of
emails and phone calls. This suggests there was an years, has really stepped up in terms of leading
increased level of confidence in using technology to her colleagues in some of the innovations around
communicate, especially during the second lockdown. teaching online."
While a handful of principals noted that some staff
struggled to change and were not as flexible due to
the ‘very static culture’ of the school, most agreed that
their staff became more adaptable and comfortable
in responding to change. In general, there was a high
level of commitment, as well as trust, collaboration
and collegiality among staff at most schools and a
commitment to working together to continue the task
of providing a quality education to students. Almost
half (48 per cent) of the principals interviewed had
a positive reflection of their school’s teamwork and
collaboration throughout the pandemic.
Agile leadership in times of crisis | 31Some principals spoke of the need to implement Most principals were pleased by their staff’s desire
structural changes at their school, such as redesigning and confidence to grow professionally and adapt to
leadership and management roles, to better support changes. In this sense, staff ‘buy-in’ emerges as an
staff with the shift toward digital education. Other important enabler to transform a school’s culture.
schools restructured their workforce to place staff into Therefore, maintaining job satisfaction and providing
temporary positions to counter pressing needs to cope ample opportunities for professional growth for
with the shift into new areas of organisation driven existing staff are equally important as recruiting new
by the pandemic, such as remote teaching. Overall, and quality team members to create an effective and
principals who had to re-model their workforce indicated sustainable workforce.
that getting the ‘right people’ is vital to address current
and potential gaps in their schools, not only during the The lockdowns also illustrated that it was feasible for
COIVD-19 pandemic but in response to the increasing schools to adopt more flexible work arrangements
anticipation of a hybrid learning future. But finding with staff. Some principals said that it might be a
quality teachers can be difficult. Employing new staff good opportunity to explore a combination of on-site
members was often challenging for schools to carry out and offsite working schedules. For instance, remote
the recruitment process online. meetings could save travel time and resources and
replace some face-to-face events. Similarly, principals
Despite the challenges around moving to online recognised that parent-teacher interviews could also be
learning and communicating change across the school held online in the future. While they might not replace
community, some principals did manage to capitalise face-to-face interactions, this may be an option for
on opportunities created by COVID-19. The shift toward those who need the flexibility of online meetings (such as
virtual professional learning presented opportunities for parents with long commutes).
the whole staff at a school to obtain new skills that are
aligned with the school’s values and goals at a reduced Most principals noted that long standing
cost. Principals recognised that online attendance for communication strategies in place at their school
professional development and events like webinars and drastically changed at the organisational level during
conferences are likely to increase. In fact, principals the pandemic. Communication became more frequent
found that teachers participated in more professional and constant as principals needed to move fast to
development courses during the pandemic than they keep everyone in the loop. Principals highlighted the
did pre-pandemic. This momentum of reskilling and fact that transparency is crucial to leading a school
upskilling among teachers is likely a result of surging through a crisis, both for staff, students and their
global online courses, with school culture becoming families. Making sure that staff are on the same page
more participatory and principals’ ongoing commitment allowed school leaders to better manage expectations
to provide quality education. and workflow across all teams. Connections with
parents, already vital, had to increase during
the pandemic and many principals altered their
communication to allow for more timely and tailored
feedback.
Agile leadership in times of crisis | 32You can also read
