This study examines the lived experiences of educational leaders during the COVID-19 pandemic. Research has often pointed to the role of educational leadership and its relationship to the quality and well-being of a school’s culture and climate. Recently the coronavirus has created a crisis on a magnitude the world has never seen that has globally altered human interactions and created an educational new normal. Literature is quickly seeking to examine the impact on education, and while much of its effect is yet to be seen, this study advances the understanding of crisis leadership, distinct from crisis management, during the pandemic. The findings reveal leadership lessons connecting to paradoxes identified through the themes: communication, care, decision-making, trauma and stress, coping and well-being, growth, and new normal.
","abstract_html":"<p>This study examines the lived experiences of educational leaders during the COVID-19 pandemic. Research has often pointed to the role of educational leadership and its relationship to the quality and well-being of a school’s culture and climate. Recently the coronavirus has created a crisis on a magnitude the world has never seen that has globally altered human interactions and created an educational <em>new normal</em>. Literature is quickly seeking to examine the impact on education, and while much of its effect is yet to be seen, this study advances the understanding of crisis leadership, distinct from crisis management, during the pandemic. The findings reveal leadership lessons connecting to paradoxes identified through the themes: communication, care, decision-making, trauma and stress, coping and well-being, growth, and new normal.</p>","abstract_has_math":false,"creators":["Ellwood, Emily C. R."],"institution":null,"degree_name":"Doctor of Education in Educational Leadership for Learning Dissertations","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Chinasa Elue","Cindy Reed"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-03-31T07:00:00Z","date_published":"2023-03-31T07:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["crisis leadership","stress","trauma","self-care","coping","paradox","case study","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/educleaddoc_etd/38","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chinasa Elue","Cindy Reed"]},{"key":"dc:creator","label":"Author","values":["Ellwood, Emily C. R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Educational Leadership for Learning Dissertations"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["crisis leadership","stress","trauma","self-care","coping","paradox","case study","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/educleaddoc_etd/38"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the lived experiences of educational leaders during the COVID-19 pandemic. Research has often pointed to the role of educational leadership and its relationship to the quality and well-being of a school’s culture and climate. Recently the coronavirus has created a crisis on a magnitude the world has never seen that has globally altered human interactions and created an educational new normal. Literature is quickly seeking to examine the impact on education, and while much of its effect is yet to be seen, this study advances the understanding of crisis leadership, distinct from crisis management, during the pandemic. The findings reveal leadership lessons connecting to paradoxes identified through the themes: communication, care, decision-making, trauma and stress, coping and well-being, growth, and new normal.
"]},{"key":"dc:title","label":"Title","values":["COVID-19 Crisis: Shifting Educational Leadership Toward a New Normal - A Case Study"]}]}],"canonical_facts":{"dc:contributor":["Chinasa Elue","Cindy Reed"],"dc:creator":["Ellwood, Emily C. R."],"dc:description.abstract":["This study examines the lived experiences of educational leaders during the COVID-19 pandemic. Research has often pointed to the role of educational leadership and its relationship to the quality and well-being of a school’s culture and climate. Recently the coronavirus has created a crisis on a magnitude the world has never seen that has globally altered human interactions and created an educational new normal. Literature is quickly seeking to examine the impact on education, and while much of its effect is yet to be seen, this study advances the understanding of crisis leadership, distinct from crisis management, during the pandemic. The findings reveal leadership lessons connecting to paradoxes identified through the themes: communication, care, decision-making, trauma and stress, coping and well-being, growth, and new normal.
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