Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic

ABSTRACT

The Children’s School Lives (CSL) study provides a unique opportunity to learn first-hand from school principals as part of a large national study about their sensemaking as they led in a time of crisis and change in terms of teaching and learning. Major interconnected findings include: (1) the centrality of relationships and communication between school principals, teachers and the wider school community; (2) the systemic and school-related challenges and supports for pedagogical and curriculum leadership; (3) the emotional intensity of leading during crisis and its implications for individual and collective wellbeing in schools; and (4) the value and role of collaborative practices both within the school and between the school and system, including school self-evaluation efforts to establish leadership impact, which in turn inform the principal and leadership team’s sensemaking and adaptive leadership. Findings are contextualised through the responses of 11 principals from case study schools. While theoretical observations are drawn regarding sensemaking, practical suggestions are also made. A refocusing on the particular supports and challenges for school leadership learning and development in contexts of crisis and change is also warranted and problems and possibilities are discussed in this regard.

KEYWORDS:

• School leadership
• principals
• crisis
• sensemaking
• Covid-19

Disclosure statement

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

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1 https://www.esci.ie/: centres that provide professional and personal development for educators at local and national level, spanning six regions.

Additional information

Funding

The Children’s School Lives study is funded by the National Council of Curriculum and Assessment, Ireland.

Notes on contributors

Gavin Murphy

Gavin Murphy is Assistant Professor in the School of Education, Trinity College Dublin. Gavin coordinates the M.Ed. in Leadership and Policy and his research interests are at the intersection of educational leadership, policy and professional development.

Dympna Devine

Dympna Devine is Professor of Education in School of Education, University College Dublin (UCD) and Vice Principal for Research, Innovation and Impact in UCD College of Social Sciences and Law. Dympna is the principal investigator of the Children’s School Lives project.