Management and leadership

for school transformation in

times of COVID-19

Gestión y liderazgo para la

transformación de la escuela en

tiempos de COVID-19

Zamudio Espinoza, Zulma Gisella

D. candidate in Education, Universidad César

Vallejo, Lima, Peru, zgiselle12@ucvvirtual.edu.pe,

https://orcid.org/0000-0002-1518-6691

Padilla Caballero, Jesús Emilio Agustín

PhD. in Ethics and Social Responsibility and

Human Rights, Universidad César Vallejo, Lima,

Peru, jpadillac@ucv.edu.pe,

https://orcid.org/0000-0002-9756-8772

Espinoza Chávez Richard Carlos

M.A., in Educational Administration, teacher,

Instituto de Educación Superior Pedagógico Público

"Hermilio Valdizán", Lima, Peru,

respinozach18@ucvvirtual.edu.pe,

https://orcid.org/0000-0002-6238-7058

Peralta Martinez, Maykhol

Master in education with mention in teaching and

educational management, Lima, Peru,

mperalta7@ucvvirtual.edu.pe,

https://orcid.org/0000-0002-1819-1402

Abstract

The article gives a public mention of the

experiences that in management and leadership

have been applied in the world in the virtual

context. The objective is to develop a systematic

review considering the role of school leadership

in improving the school and the education

system in the current health context due to

Imaginario Social

Publishing entity

University of Guayaquil -

REDICME (reg-red-18-0061)

e-ISSN: 2737-6362

July - December 2021 Vol. 4-2-2021

http://revista-

imaginariosocial.com/index.php/es/index

Receipt: February 05, 2021

Acceptance: April 15, 2021

52-70

Covid-19. The study was qualitative and systematic review. The search was done in

Google Scholar and the selection of the articles was made using the terms "leadership"

education" and "Covid-19" and its english equivalent "leadership", "education" and

"Covid-19"; both forms using Boolean operator "AND". In the results, most studies

emphasized the role of school leadership in improving the school and the educational

system in the face of the Covid-19 scenario, considering as common aspects, the sense

of service, the distribution of responsibilities and the socio-emotional management

during the interaction as fundamental elements for afron.

Keywords: Leadership, education, Covid-19

Resumen

El artículo da a conocer las experiencias que en gestión y liderazgo se han venido

aplicando en el mundo en el contexto virtual. El objetivo es desarrollar una revisión

sistemática considerando el r ol del liderazgo escolar en la mejora de la escuela y del

sistema educativo en el contexto sanitario actual por Covid-19. El estudio fue de

enfoque cualitativo y de tipo revisión sistemática. La búsqueda se realizó en Google

Académico y la selección de los artículos se realizó utilizando los términos “liderazgo”

educación” y “Covid-19” y su equivalente en inglés “leadership”, “education” y “Covid-

19”; ambas formas utilizando operador boleano “AND”. En los resultados la mayoría

de estudios enfatizaron el rol del liderazgo escolar en la mejora de la escuela y del

sistema educativo frente al escenario Covid-19, considerando como aspectos

comunes, el sentido de servicio, la distribución de responsabilidades y el manejo

socioemocional durante la interacción como elementos fundamentales para afrontar

el proceso de transformación de la escuela. También se ha evidenciado las

condiciones idóneas para gestionar eficazmente la escuela, señalándose hasta tres

aspectos; interpersonal, recursos tecnológicos y estrategia pedagógica.

Concluyéndose que existen experiencias de gestión y liderazgo muy importantes que

deberían ser consideradas ante este nuevo escenario educativo.

Palabras clave: Liderazgo, educación, Covid-19.

Introduction

Education and transformation are omnipresent terms in the discourse of emerging

societies; innovation and reflection are key words in the dynamics of modern societies.

These are exposed to constant change, which brings with it the challenge of

permanently optimizing states, processes and services. The intellectual, social and

emotional competencies of individuals are fundamental to achieve this and to adapt to

today's fast-paced demands. They are, in essence, the pillar of a society's success or

failure. Thus, meeting the educational demand in a satisfactory manner and, with it,

the continuous development of the education sector and the school are core issues in

all development discourse and practice. It is well known that the educational success

of a society translates into equal opportunities, access to welfare, integration and

sustained development, but what paths should we trace towards such success and the

continuous development of education in times of the Covid-19 pandemic?

This leads us to look at school management from a different perspective, as other

variables are added that force us to rethink the ways of providing educational services

that focus on learning. As Barber and Mourshed (2008) point out. "Success will go to

the people and countries that are quick to adapt, moderate their complaints and are

open to change. The task for governments will be to ensure that countries rise to this

challenge" (p. 6). Research on educational effectiveness shows that teacher quality is

the factor with the greatest impact on learning. The training and professional

development of in-service teachers thus become key components in the design,

development and improvement of school quality. On the other hand, the experience of

successful educational systems places school leadership as the second factor

influencing learning. Such systems have a culture of organizational leadership and a

school administration focused on and committed to learning and the student, with

pedagogical objectives as the ultimate goal. Empirical evidence has shown that school

leadership with these traits has positive effects on learning, teaching quality and

organizational climate in the educational community (Barber & Mourshed, 2008;

Bolívar, 2010; Horn & Marfán, 2010; Leithwood & Jantzi, 2008; Marzano, McNulty &

Waters, 2005; Pont, Nusche & Moorman, 2008).

In this sense, teacher training and performance, as well as school leadership, are

essential points in the educational agenda of developing countries, which face the great

challenge of raising their educational levels in an accelerated and significant manner,

Even more so now that the education system is vulnerable as a result of the global

pandemic caused by Covid-19, which requires adequately trained and high

performance teachers, and pedagogical leaders in school management, with the

necessary autonomy to be able to decide and execute pertinent actions with the sole

purpose of ensuring that the teaching-learning processes do not stop and that

education does not stop.

Studying these issues involves analyzing aspects such as leadership, the normative

framework on which managers base their work, and transformation processes in the

face of the health crisis. The main idea is to conceive the school as an autonomous and

empowered organization, which learns and innovates with its own resources and is

managed in a democratic and participatory manner (Fend, 1986, as cited in Rolff,

2012a); all this considering the new scenarios and contexts presented in society due to

the pandemic.

Faced with this context, the directors have had to assume a frontline role and have

sufficient autonomy to transfer a face-to-face education to a virtual scenario, adapting

new realities and adapting actions, in addition to the deficient management of

technological tools, but all these problems have been overcome little by little through

collaborative work, in which the entire educational community as a whole joins forces

with the sole purpose of being able to reach the students in this new scenario.

Usually, school leadership has been described as an individual trait attributed to

professionals who perform managerial functions in the educational context (Bolívar,

López & Murillo, 2013), (Gamboa et al., 2019), however, in contemporary times this

conception has been expanded to a more shared vision where each educational actor

contributes with his or her particular capabilities to the effective achievement of

learning (Anderson, 2010). From the contextual scope, leadership focused on

strengthening processes with a view to generating improvements that lead to

organizational quality; however, now the participation of the environment in school

management has been included in this conception (Hallinger & Heck, 2011). In

general, the focus of the leader's performance is no longer on the functioning of the

educational institution but on the learning achievements of the students. In this

scenario, up to 4 theoretical models of leadership stand out: transactional leadership,

transformational leadership, situational leadership and distributed leadership.

Transactional leadership is based on an incentive policy that conditions performance

actions (Ramos, 2005), which can be generated either as a contingent reward or by

direction by exception (Bass, 2000). In short, transactional leaders give priority to the

impersonal aspect of management under the power conferred to their position,

(Barros & Turpo, 2017), (Bolivar, 2010).

Transformational leadership, on the other hand, orients its actions towards the

fulfillment of objectives, generating in turn spaces for the professional and personal

growth of teachers. In this sense, it is concerned with understanding them, encourages

teachers to transcend and innovate, and is concerned with the self-realization of all

from horizontal and close relationships (Molero, 2011). According to Bass (2000), for

transformational leadership to be exercised, the following behaviors should be

fostered: charisma, inspiration, intellectual stimulation and individualized

consideration, which in school environments would take the form of the development

of a participatory style associated with a particular charisma to motivate and give

confidence to the group (Evans, 2015).

Situational leadership, on the other hand, contemplates processes through which it is

intended to generate influence over educational actors to achieve goals considering

specific situations. In view of this, it can be said that the leader will be effective to the

extent that he/she achieves objectives in any situation he/she faces and of which

he/she is a part. This implies processes of adjustment of leadership styles to the

situation faced and the level of maturity of the people in charge, since only this ensures

effectiveness (Hersey, Blanchard and Johnson, 1998).

Distributed leadership indicates that leadership is exercised through interaction and

implies the distribution of functions, whereby leadership is distributed among

managers, teachers and other educational actors (Spillane et al., 2004). Thus,

leadership is dispersed because it is not concentrated at a single level since decisions

are decentralized. It emphasizes the practice of delegation and collaboration within a

democratic and collaborative context (Gronn, 2002). Under this type of leadership,

aspects such as context, culture, change, relationships and activity are related

(Leithwood, 2009).

In addition, another current has been generated that conceives managerial leadership

focused on learning, which has also been called pedagogical leadership, which is

characterized by the orientation of leadership towards student learning and the

generation of conditions for this to be possible (Iranzo, Tierno & Barrios, 2014).

Managerial leadership, accredited by empirical research as the most effective in terms

of school performance and educational systems, is an expression of the new paradigms

of education and school. We find in it a richer leadership profile, a genuine leadership

for learning, which through teacher leadership and professional learning communities

extends and distributes beyond school management (Bolivar, 2010).

The presence of leadership is critical not only to initiate and stimulate change in the

system, but also to sustain the change and its effects on behavior and outcomes.

Internationally, a number of studies and papers propose various means to improve the

effectiveness of school leadership, including incentives and salary increases,

development of standards of practice, initial and ongoing training linked to these

standards, and the granting of greater autonomy over school management.

It is necessary to think about managerial leadership in schools in a more distributed

and collaborative way, taking into account not only the actions but also the influence

exerted by the individuals and groups that make up the leading team on the members

of the educational community and on the school quality of the establishment. The

complexity of the current society immersed according to Galindo, Ruiz, and Ruiz

(2017) in the fourth industrial revolution, will have to face a series of challenges and

diatribes that are irreversibly amalgamated and with it the consent of changes is

gestated, where technologies and the increasing use of them leads to differentiate the

members of this context between those who possess certain digital competences and

the others who opprobriously do not know the impact of their magnitude in the current

context (Galindo, Ruiz & Ruiz, 2017); but in one way or another they are aware of their

relevance in many aspects of their environment, since the application alone of the

enormous potential of this field of knowledge rooted in technological productivity is,

on the one hand, solving a series of needs via the digitization of processes (Sicilia et

al., 2018).

Teacher leadership is the process by which teachers, individually or collectively,

influence their colleagues, principals and other members of the school community to

improve teaching and learning practices with the goal of increasing student learning

and achievement. Such team leadership consists of three intentional foci of

development: individual development; collaboration or team development; and

organizational development. Teacher leadership emerges naturally and organically,

as they make their presence felt when they take the initiative to address a problem and

set a new course of action. They do not have positional authority; their influence

derives from the influence they demand from their colleagues through their experience

and practice. They build trust in both formal and informal situations, honing their

skills through regular collaboration with peers and managers.

In all good schools, there are teachers who have a vision beyond their own classroom,

since they recognize that students' experiences in school do not depend only on the

interaction with teachers, but on more factors. It is this awareness that moves teachers

to adopt a role as active agents of change (Danielson, 2006). Sometimes on their own

initiative, sometimes within a more formal structure, these professionals will find a

variety of ways to exercise teacher leadership. York Barr and Duke (2004) define it as

follows: Teacher leadership is the process by which teachers, individually or

collectively, influence their colleagues, principals, and other members of the school

community to improve teaching and learning practices with the goal of increasing

student learning and achievement. Such team leadership work consists of three

intentional foci of development: individual development; collaboration or team

development; and organizational development. (P. 287-288)

Teacher leadership is about creating the conditions and contexts for teachers to learn

new practices, in a learning organization, as a professional community. In one of the

most powerful proposals on leadership, Elmore (2010) argues that "if the goal of

leadership is the improvement of teaching practice and performance, then the really

important skills and knowledge are those related to creating an environment for

learning focused on clear expectations for teaching. All other skills are instrumental"

(p. 124).

Tasks performed by lead teachers include overseeing improvement efforts, selecting

curriculum, and participating in coordination meetings.

Educational management involves decision-making processes and execution of

activities that allow the development of pedagogical practices aimed at quality

education (Botero, 2009). Its execution implies organization and interaction under a

single system of processes (Jiménez, 2008) where knowledge, ethics, performance and

policies leading to continuous improvement and innovation converge (Unesco, 2000).

It is theoretically based on the perspectives of quality management through leadership

and operational practices aimed at continuous improvement and excellence (Rojas,

2006) and its deepest foundations are based on the approaches of Juran (1995),

Deming (1989) and Crosby (1989) on total quality. According to Rojas (2006),

educational management implies taking into account the user-centered approach,

leadership, participation of educational stakeholders, process approach and

continuous improvement.

In the Peruvian context, these aspects are included in the Framework for Good

Managerial Performance, which is an essential element of the reform of the

educational institution within the framework of the teacher development policies

prioritized by the Education Sector. In the Multiannual Sectoral Strategic Plan for

Education (PESEM) 2012-2016, it is proposed for the management area "to ensure

that educational institutions assume responsibility for managing change in

pedagogical processes, focusing the entire organization on learning." (MINEDU,

2012b, p. 52). Hence, the first result of the reform of the educational institution in this

area refers to the need to have selected, trained and organized managers. Thus, the

Good Management Performance Framework becomes a strategic tool for the

implementation of a comprehensive management development policy.

It is important to point out that the achievement of the domains and the development

of the proposed competencies will be carried out gradually, since managers require a

certain amount of time to acquire new knowledge, develop skills and awaken new

motivations.

Therefore, the Good Managerial Performance Framework suggests inputs for the

evaluation of access, ratification and implementation of training programs through the

competencies and performances presented.

The purposes that determine the scope of this document are:

1. Establish a shared vision on pedagogical leadership focused on learning, which

revalues the importance of the management role in the school.

2. Identify the practices of an effective manager, guiding the professional

development of managers.

3. Guide the selection, performance evaluation, training and professional

development processes for managers.

In its structure, the Good Principal Performance Framework defines the domains,

competencies and performances with their corresponding descriptors, which

characterize an effective school management that reinforces the leadership of the

principals of the country's basic education institutions.

Materials and Methods

The research was qualitative in approach and of the systematic review type, which was

defined by Newell & Burnard (2006) as a process of identifying the fundamentals of a

literature review of interest to the practice, searching for and extracting the most

relevant according to criteria that have been evaluated and respected by others.

Systematic reviews, according to Beltrán (2005), provide a rational synthesis of basic

research. It overcomes the imitations of narrative reviews by applying rigorous

standards to secondary research (where the unit of study is other research studies) as

if they were applied to primary research studies (original studies). In this way, the

exercise of leadership in educational institutions is studied taking as a source, various

scientific publications on the subject. The categories that will allow the systematic

review of each of the articles are: problem, objective, theories addressed, type and

design, participants, techniques and instruments, results.

The objective of the study is to explore the state in which the leadership of educational

institutions is being assumed as a result of the effects of the Covid-19 pandemic. It

seeks to identify those relevant aspects that allow the transformation of the school in

order to avoid stopping the educational service at the regular education levels.

The selection of articles was made using the terms "leadership", "education" and

"Covid-19" and their equivalent in English "leadership", "education" and "Covid-19";

both forms using the Boolean operator "AND". The database used was Google Scholar,

first with the terms in Spanish and then in English. The search was limited to full texts

published in 2020.

The criterion for including a publication was to be a quantitative or qualitative

scientific article; publications such as books, essays, theses, governmental

communications were discarded. Thus, the articles selected had terms or themes

associated with educational leadership in the Covid-19 context.

The search identified 21 articles in Spanish and 4 in English when using the search

terms in Spanish; and 3 articles in Spanish and 26 in English when using the search

terms in English. A total of 24 articles were obtained in Spanish and 30 in English,

making a total of 54 in all, of which 44 were eliminated, considering the criteria

indicated above.

Figure 1. Item selection process

Results

The results are presented considering the categories that allowed the systematic review

of each of the selected articles: problem, objective, theories addressed, type and

design, participants, techniques and instruments, results.

Studies approach the problem derived from the incidence of Covid-19 in the

educational environment from different aspects. One of them is in reference to the

emotional state experienced by educational actors, as is the case of managers and

teachers who feel exacerbated feelings of immediacy (Fernandez and Shaw, 2020)

caused by the need to transform the school and the desire to deal effectively with the

new scenario; generating stress and uncertainty (James, 2020) associated with

complex states of vulnerability and uncertainty (Villa, 2020). Another aspect has to do

with school management that requires new practices on the part of managers,

Articles found in Google Scholar with

Spanish terms

Articles found in Google Scholar

with English terms

21 articles in

Spanish

4 articles in

English

3 articles in

Spanish

26 articles in

English

Subtotal: 54

Items

Articles included in

the systematic

review: 10

Articles

discarded for

not meeting

criteria: 44

teachers, students and the family (Hernández, 2020); in the case of managers it is

expected that they adapt a new way of managing school policy (Fotheringham, et al.,

2020); on the part of teachers, a new pedagogical model that responds to social

distancing measures (Oña-Simbañal, 2020; López, 2020); and in the case of parents

and students, the development of values and skills that allow them to rebuild post-

pandemic coexistence levels (Serey and Zúñiga, 2020). At a more global level, the

negative impact of the pandemic on education systems has been evidenced (Sterzer,

2020), widening social gaps (Bonilla, 2020).

Regarding the objectives set out in the studies analyzed, it has been observed that they

all focus in some way on leadership (Fotheringham, et al., 2020) or educational

management (Hernández, 2020; Oña-Simbañal, 2020) in the Covid-2019 scenario.

These are oriented to identify the best leadership practices to face unpredictable

challenges (Fernández and Shaw, 2020;), the most mentioned being adaptive

leadership (James, 2020) and resilient leadership (Bonilla, 2020); they also propose

to study teaching processes (Sterzer, 2020), new pedagogical models (López, 2020),

post-pandemic coexistence (Serey and Zúñiga, 2020) and capacities to transform the

school in the face of social distancing (Villa, 2020).

Regarding the theories addressed, the most frequent is related to leadership, since

Kerr & Jermier's (1978) theory of distributed leadership is mentioned as the one that

provides the best results when going through times of crisis such as the current

pandemic; since it promotes collaboration and shared and decentralized

responsibilities. Heifetz's (1994) theory of adaptive leadership has also been

mentioned as it provides capabilities to mobilize, motivate, organize, orient and focus

the attention of others and to focus them adaptively towards the same horizon. Various

theories have also been addressed to explain school management in environments of

change, indicating that in this scenario it is important to configure power (Foucault

and Morris, 1979), negotiation, problem solving and anticipation (Braslavsky and

Acosta, 2001) and leadership (Murphy and Torre, 2014) to achieve favorable results

for the school by pertinently considering the context (Jackson and Andrews, 2000)

and the educational system in place (Tam and El-Azar, 2020). It has also been exposed

that school culture can become a protective factor in the face of crisis scenarios since

they are characterized by a set of shared beliefs and values (Elías, 2015) that can

strengthen post-pandemic school coexistence (Ainscow, 2012) and the levels of

attachment that link educational actors under a sense of belonging (Moneta, 2014) and

ethical development (Serey, and Zuñiga, 2019).

Almost all the research was conducted under a qualitative approach, using content

analysis with bibliographic sources and empirical experience as a method. Only one

was of a descriptive quantitative type, considering managers, teachers and students as

a sample.

In terms of study results, the role of school leadership in improving the school and

educational system in the health context of the Covid-19 pandemic has been

emphasized. The following have been identified as best leadership practices: (1)

leadership that emphasizes service, which is based on empowerment, participation,

collaboration, and emotional intelligence that allows putting the interests of others

before one's own; (2) leadership that emphasizes the distribution of leadership

responsibilities to improve the quality of decisions made in crisis resolution: (3)

leadership that emphasizes communication as this must be clear and frequent with all

stakeholders through a variety of communication channels (Fernandez and Shaw,

2020). These characteristics allow for a greater degree of agility, innovation,

collaboration, flexibility, adaptability to respond more effectively and efficiently to a

crisis, and a sense of anticipation and prevention (Heifetz, 1994; Fernandez and Shaw,

2020; James, 2020; Hernandez, 2020). Resilient leaders capable of promoting the

changes and innovations required in the educational environment; adaptable and

unafraid to make decisions (Villa, 2020).

In the same way, the ideal conditions for effective school management have been

emphasized, evidenced in three aspects: interpersonal, technological resources and

pedagogical strategy. Regarding the interpersonal aspect, horizontal communication

is one of the main ones (Fotheringham, et al., 2020) followed by socioemotional

competencies such as empathy, flexibility and solidarity (Hernández, 2020) that allow

addressing the rupture of social relationships and the feeling of attachment due to

social distancing (Oña-Simbañal, 2020; Bonilla, 2020); regarding technological

resources, it was pointed out that the essential is technological endowment (Oña-

Simbañal, 2020),technological infrastructure at home (Sterzer, 2020) and the

development of ICT's competencies for teachers and students (Hernández, 2020;

Sterzer, 2020). Regarding the pedagogical aspect, the need to strengthen the

competency-based approach in non-face-to-face classes by integrating ICTs in the

educational work has been emphasized (López, 2020) without losing sight of the good

coexistence practices that are the basis of the future post-Covid-19 citizen. (Serey and

Zúñiga, 2020).

Discussion

For (Botero, 2009), educational management implies organization and interaction

under a single system of processes, which is in agreement with what is stated by

(Unesco, 2000), where it points out that educational management involves policies

leading to continuous improvement and innovation (Unesco, 2000) and what is

referred to by (Rojas, 2006), according to which educational management implies

taking into account the user-centered approach, leadership, participation of

educational stakeholders, the process approach and continuous improvement.

As stated by (Bolívar, López & Murillo, 2013) leadership in schools has been described

as an individual trait attributed to professionals who perform management functions

in the educational context, however, according to (Anderson, 2010) in current times

this conception has been expanded to a more shared vision where each educational

actor contributes with their particular capabilities to the effective achievement of

learning (Anderson, 2010) and as pointed out by (Hallinger & Heck, 2011) when

referring that leadership focused on the strengthening of processes in order to

generate improvements leading to organizational quality. Heck, 2011) when referring

that leadership focused on strengthening processes with a view to generating

improvements that lead to organizational quality.

On the other hand (Barber and Mourshed, 2008), with respect to school management,

points out that success in this new scenario will be for people and countries that are

quick to adapt, moderate their complaints and are open to change. The task of

governments will be to ensure that countries take up this challenge, which coincides

in part with what was stated by (Fend, 1986, as cited in Rolff, 2012a) where he points

out that the main idea is to conceive the school as an autonomous and empowered

organization, which learns and innovates with its own resources and is managed in a

democratic and participatory manner in this new scenario.

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