School leaders' perceptions of their roles during the pandemic: an Australian case study exploring volatility, uncertainty, complexity and ambiguity (VUCA leadership)

ABSTRACT

As COVID-19 unfurled around the world in early 2020, it triggered volatility, uncertainty, complexity and ambiguity (VUCA) for school leaders. This study explores the experiences of four school leaders, working in inner Melbourne, Australia, through a VUCA lens, and identifies their perceptions of such contextual disruption. Data were collected through focus group meetings over the initial phase of the pandemic in 2020. Findings illustrate the ways in which the school leaders perceived changes to their role and relationships, alongside their experiences of reprioritising approaches to their work and wellbeing. From the findings, implications are discussed for leadership preparation programmes, the rebalancing of ongoing professional learning for leaders and the need to resource and support school leaders’ wellbeing through and beyond this challenge as they negotiate the ‘new normal’. This case study is an empirical contribution to the collective effort of scholars immersed in the discourse of school leadership generated in this critical time and context.

KEYWORDS:

• School leadership
• leadership context
• VUCA leadership
• COVID-19
• qualitative research
• case study

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nicola Sum

Nicola Sum is a lecturer in the Faculty of Education at Monash University. Her work in the faculty draws on over twenty years of school experience in the Australian, English and International education systems. Her previous roles in school leadership, and as a school principal, led to her doctoral research on the inter-connected nature of glocalisation and educational leadership practice in English Medium Schools in Bangladesh. She lectures in principal preparation and postgraduate studies in educational leadership, and her research interests include leadership, globalisation and comparative and international education.