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

References

• Beauchamp, G., M. Hulme, L. Clarke, L. Hamilton, and J. A. Harvey. 2021. “‘People Miss People’: A Study of School Leadership and Management in the Four Nations of the United Kingdom in the Early Stage of the COVID-19 Pandemic.” Educational Management Administration & Leadership, doi:10.1177/1741143220987841.
   Web of Science ®Google Scholar
• Bradbury, A., A. Braun, S. Duncan, S. Harmey, R. Levy, and G. Moss. 2022. “Crisis Policy Enactment: Primary School Leaders’ Responses to the Covid-19 Pandemic in England.” Journal of Education Policy, doi:10.1080/02680939.2022.2097316.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2022. “Conceptual and Design Thinking for Thematic Analysis.” Qualitative Psychology 9 (1): 3–26. doi:10.1037/qup0000196.
   Google Scholar
• Bray, A., J. Banks, A. Devitt, and E. Ní Chorcora. 2021. “Connection Before Content: Using Multiple Perspectives to Examine Student Engagement During Covid-19 School Closures in Ireland.” Irish Educational Studies 40 (2): 431–441. doi:10.1080/03323315.2021.1917444.
   Web of Science ®Google Scholar
• Brown, M., J. O’Hara, G. McNamara, C. Skerritt, and P. Shevlin. 2021. “Global Messages From the Edge of Europe the Cause and Effect of Leadership and Planning Strategies During the COVID-19 Pandemic.” Irish Educational Studies 40 (2): 151–159. doi:10.1080/03323315.2021.1915837.
   Web of Science ®Google Scholar
• Burke, J., and M. Dempsey. 2020. Covid-19 Practice in Primary Schools [Monograph]. Maynooth University. https://mural.maynoothuniversity.ie/12796/.
   Google Scholar
• Burke, J., and M. Dempsey. 2021. Wellbeing in Post-Covid Schools: Primary School Leaders’ Reimagining of the Future. [Monograph]. Maynooth University. https://mural.maynoothuniversity.ie/14412/.
   Google Scholar
• Burke, J., P. Kinnarney, and M. Salokangas. 2022. “‘Split in All Directions’: An Exploration of the Impact of Wellbeing and Daily Responsibilities on Post-Primary School Leaders’ Perceived Stress.” School Leadership & Management 42 (2): 110–125. doi:10.1080/13632434.2021.2016683.
   Web of Science ®Google Scholar
• Campbell, P. 2020. “Rethinking Professional Collaboration and Agency in a Post-Pandemic era.” Journal of Professional Capital and Community 5 (3/4): 337–341. doi:10.1108/JPCC-06-2020-0033.
   Web of Science ®Google Scholar
• Children’s School Lives. 2022. Research Design. CSL. https://cslstudy.ie/about/research-design/.
   Google Scholar
• Christianson, M. K., and M. A. Barton. 2021. “Sensemaking in the Time of COVID-19.” Journal of Management Studies 58 (2): 572–576. doi:10.1111/joms.12658.
   Web of Science ®Google Scholar
• Chzhen, Y., J. Symonds, D. Devine, J. Mikolai, S. Harkness, S. Sloan, and G. Martinez Sainz. 2022. “Learning in a Pandemic: Primary School Children’s Emotional Engagement with Remote Schooling During the Spring 2020 Covid-19 Lockdown in Ireland.” Child Indicators Research 15 (4): 1517–1538. doi:10.1007/s12187-022-09922-8.
   PubMedGoogle Scholar
• Clarke, S., and T. O’Donoghue. 2017. “Educational Leadership and Context: A Rendering of an Inseparable Relationship.” British Journal of Educational Studies 65 (2): 167–182. doi:10.1080/00071005.2016.1199772.
   Web of Science ®Google Scholar
• Da’as, R., S. Ganon-Shilon, C. Schechter, and M. Qadach. 2021. “Implicit Leadership Theory: Principals’ Sense-Making and Cognitive Complexity.” International Journal of Educational Management 35 (3): 726–740. doi:10.1108/IJEM-02-2020-0086.
   Web of Science ®Google Scholar
• Darmody, M., and E. Smyth. 2015. “Primary School Principals’ Job Satisfaction and Occupational Stress.” International Journal of Educational Management 30 (1): 115–128. doi:10.1108/IJEM-12-2014-0162.
   Google Scholar
• DeMatthews, D., P. Carrola, P. Reyes, and D. Knight. 2021. “School Leadership Burnout and Job-Related Stress: Recommendations for District Administrators and Principals.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas, doi:10.1080/00098655.2021.1894083.
   Google Scholar
• Dempsey, M., and J. Burke. 2020. Covid-19 Practice in Primary Schools in Ireland Report: A Two-Month Follow-Up [Monograph]. Maynooth University. https://mural.maynoothuniversity.ie/13001/.
   Google Scholar
• Department of Education and Skills. 2016. Looking at Our School 2016. A Quality Framework for Primary Schools. The Inspectorate, Department of Education and Skills. https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-Guidelines/Looking-at-Our-School-2016-A-Quality-Framework-for-Primary-Schools.pdf.
   Google Scholar
• Devine, D., J. E. Symonds, S. Sloan, A. Cahoon, M. Crean, E. Farrell, A. Davies, T. Blue, and J. Hogan. 2020. Children’s School Lives: An Introduction. University College Dublin. https://a115i2ikt0k3wno971cywnm1-wpengine.netdna-ssl.com/wp-content/uploads/2020/12/CSL-Annual-Report-1-Final.pdf.
   Google Scholar
• Dunn, R. 2020. “Adaptive Leadership: Leading Through Complexity.” International Studies in Educational Administration 48 (1): 4–10.
   Google Scholar
• Fahy, A., C. Murphy, N. Fu, and A. Nguyen. 2020. Irish Primary School Leadership During COVID-19. Principals’ Study Report 2020 [Report]. http://www.tara.tcd.ie/handle/2262/93722.
   Google Scholar
• Ganon-Shilon, S., I. Finkelstein, R. Sela-Shayovitz, and C. Schechter. 2022. “Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes Within a National Inclusion and Integration Reform.” Leadership and Policy in Schools, doi:10.1080/15700763.2022.2052907.
   Web of Science ®Google Scholar
• Ganon-Shilon, S., and C. Schechter. 2017. “Making Sense of School Leaders’ Sense-Making.” Educational Management Administration & Leadership 45 (4): 682–698. doi:10.1177/1741143216628536.
   Web of Science ®Google Scholar
• Greany, T., P. Thomson, S. Counsin, and N. Martindale. 2022. Leading After Lockdown: Research on School Leaders’ Work, Well-Being and Career Intentions (Phase 2 Findings). University of Nottingham, University of Oxford. https://schoolleadersworkandwellbeing.files.wordpress.com/2022/06/leading-after-lockdown-final-report-2-2.pdf.
   Google Scholar
• Greany, T., P. Thomson, N. Martindale, and S. Cousin. 2021. Leading in Lockdown: Research on School Leaders’ Work, Wellbeing and Career Intentions. University of Nottingham, University of Oxford. https://schoolleadersworkandwellbeing.files.wordpress.com/2021/12/leading-in-lockdown-final-report.pdf.
   Google Scholar
• Grek, S., and P. Landri. 2021. “Editorial: Education in Europe and the COVID-19 Pandemic.” European Educational Research Journal 20 (4): 393–402. doi:10.1177/14749041211024781.
   Web of Science ®Google Scholar
• Grooms, A. A., and J. Childs. 2021. ““We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures.” Journal of Education for Students Placed at Risk (JESPAR) 26 (2): 135–156. doi:10.1080/10824669.2021.1906251.
   Web of Science ®Google Scholar
• Hall, T., D. Byrne, A. Bryan, K. Kitching, D. N. Chróinín, C. O’Toole, and J. Addley. 2021. “COVID-19 and Education: Positioning the Pandemic; Facing the Future.” Irish Educational Studies 40 (2): 147–149. doi:10.1080/03323315.2021.1915636.
   Web of Science ®Google Scholar
• Harmey, S., and G. Moss. 2021. “Learning Disruption or Learning Loss: Using Evidence From Unplanned Closures to Inform Returning to School After COVID-19.” Educational Review, 1–20. doi:10.1080/00131911.2021.1966389.
   Web of Science ®Google Scholar
• Harris, A. 2021. The Relationship Between School Leaders and Education Stakeholders, 1–23. UNESCO and Regional Centre for Educational Planning. https://rcepunesco.ae/en/KnowledgeCorner/WorkingPapers/WorkingPapers/For%20Online%20-%20Harris%20-%20The%20Relationship%20Between%20School%20Leaders%20and%20Education%20Stakeholders%20(1).pdf.
   Google Scholar
• Harris, A., and M. Jones. 2022. “Leading During a Pandemic – What the Evidence Tells Us.” School Leadership & Management 42 (2): 105–109. doi:10.1080/13632434.2022.2064626.
   Web of Science ®Google Scholar
• Heffernan, A., K. MacDonald, and F. Longmuir. 2022. “The Emotional Intensity of Educational Leadership: A Scoping Review.” International Journal of Leadership in Education, doi:10.1080/13603124.2022.2042856.
   Web of Science ®Google Scholar
• Irish Primary Principals’ Network. 2022. Primary School Leadership: The Case for Urgent Action – A Roadmap to Sustainability. https://issuu.com/ippn/docs/sustainable_leadership_-_the_case_for_urgent_actio.
   Google Scholar
• Jackson, M., L. Bass, S. Jackman-Ryan, K. Hoeflaken, and J. A. Picart. 2022. “Locating Equity in Principals’ Pandemic Decision-Making Practices.” Peabody Journal of Education 97 (3): 274–290. doi:10.1080/0161956X.2022.2079883.
   Google Scholar
• Kaul, M., M. Comstock, and N. S. Simon. 2022. “Leading From the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis.” AERA Open 8. doi:10.1177/23328584221077303.
   PubMed Web of Science ®Google Scholar
• Kidson, P., K. Lipscombe, and S. Tindall-Ford. 2020. “Co-Designing Educational Policy: Professional Voice and Policy Making Post-COVID.” International Studies in Educational Administration 48 (3): 15–22.
   Google Scholar
• Kush, J. M., E. Badillo-Goicoechea, R. J. Musci, and E. A. Stuart. 2022. “Teachers’ Mental Health During the COVID-19 Pandemic.” Educational Researcher 51 (9): 593–597. doi:10.3102/0013189X221134281.
   PubMed Web of Science ®Google Scholar
• Lien, C. M., S. Khan, and J. Eid. 2022. “School Principals’ Experiences and Learning From the Covid-19 Pandemic in Norway.” Scandinavian Journal of Educational Research, doi:10.1080/00313831.2022.2043430.
   Web of Science ®Google Scholar
• Longmuir, F. 2021. “Leading in Lockdown: Community, Communication and Compassion in Response to the COVID-19 Crisis.” Educational Management Administration & Leadership, doi:10.1177/17411432211027634.
   Web of Science ®Google Scholar
• McNamara, G., C. Skerritt, J. O’Hara, S. O’Brien, and M. Brown. 2021. “For Improvement, Accountability, or the Economy? Reflecting on the Purpose(s) of School Self-Evaluation in Ireland.” Journal of Educational Administration and History, doi:10.1080/00220620.2021.1985439.
   Web of Science ®Google Scholar
• Minihan, E., D. Adamis, M. Dunleavy, A. Martin, B. Gavin, and F. McNicholas. 2022. “COVID-19 Related Occupational Stress in Teachers in Ireland.” International Journal of Educational Research Open, doi:10.1016/j.ijedro.2021.100114.
   Google Scholar
• Mohan, G., S. McCoy, E. Carroll, G. Mihut, S. Lyons, and C. M. Domhnaill. 2020. Learning For All? Second-Level Education in Ireland During COVID-19 [Report]. ESRI. doi:10.26504/sustat92.pdf
   Google Scholar
• Moss, G., R. Allen, A. Bradbury, S. Duncan, S. Harmey, and R. Levy. 2020. Primary Teachers’ Experience of the COVID-19 Lockdown – Eight Key Messages for Policymakers Going Forward. London: UCL Institute of Education. [Report]. https://www.ucl.ac.uk/ioe/.
   Google Scholar
• Murphy, G. 2019. “A Systematic Review and Thematic Synthesis of Research on School Leadership in the Republic of Ireland: 2008–2018.” Journal of Educational Administration 57 (6): 675–689. doi:10.1108/JEA-11-2018-0211.
   Web of Science ®Google Scholar
• Murphy, G. 2020. “Leadership Preparation, Career Pathways and the Policy Context: Irish Novice Principals’ Perceptions of Their Experiences.” Educational Management Administration & Leadership, doi:10.1177/1741143220968169.
   Web of Science ®Google Scholar
• Murphy, G., and T. Brennan. 2022. “Enacting Distributed Leadership in the Republic of Ireland: Assessing Primary School Principals’ Developmental Needs Using Constructive Developmental Theory.” Educational Management Administration & Leadership, doi:10.1177/17411432221086850.
   Web of Science ®Google Scholar
• Murphy, G., and M. Brown. 2022. “Evidence-Informed Practice in the Context of the Republic of Ireland.” In The Handbook of Evidence-Informed Practice in Education: Learning from International Contexts, edited by J. Malin, and C. Brown, 69–82. Emerald Publishing Limited.
   Google Scholar
• OECD. 2021. The State of Global Education: 18 Months into the Pandemic. Organisation for Economic Co-operation and Development. https://www.oecd-ilibrary.org/education/the-state-of-global-education_1a23bb23-en.
   Google Scholar
• Oplatka, I., and M. Crawford. 2022. “Principal, Let’s Talk About Emotions: Some Lessons COVID-19 Taught us About Emergency Situations and Leadership.” International Journal of Leadership in Education 25 (1): 162–172. doi:10.1080/13603124.2021.2014981.
   Web of Science ®Google Scholar
• Parveen, K., P. Q. B. Tran, A. A. Alghamdi, E. Namaziandost, S. Aslam, and T. Xiaowei. 2022. “Identifying the Leadership Challenges of K-12 Public Schools During COVID-19 Disruption: A Systematic Literature Review.” Frontiers in Psychology 13. doi:10.3389/fpsyg.2022.875646.
   Web of Science ®Google Scholar
• Pautz Stephenson, S., A. Hardy, J. Seylar, J. Wayman, V. Peters, M. Bellin, and J. Roschelle. 2021. Principal Leadership in a Virtual Environment. Digital Promise & The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/pages/principal-leadership-in-a-virtual-environment.aspx?utm_source=The+Wallace+Foundation&utm_campaign=27bb245a6d-EMAIL_CAMPAIGN_2021_12_06_08_18&utm_medium=email&utm_term=0_59ab24ca7b-27bb245a6d-221191890.
   Google Scholar
• Reid, D. B. 2021. “Suppressing and Sharing: How School Principals Manage Stress and Anxiety During COVID-19.” School Leadership & Management, 1–17. doi:10.1080/13632434.2021.1974827.
   Web of Science ®Google Scholar
• Reyes-Guerra, D., P. Maslin-Ostrowski, M. Y. Barakat, and M. A. Stefanovic. 2021. “Confronting a Compound Crisis: The School Principal’s Role During Initial Phase of the COVID-19 Pandemic.” Frontiers in Education 6: 1–14. doi:10.3389/feduc.2021.617875.
   Google Scholar
• Riley, P. 2015. Irish Principals & Deputy Principals Occupational Health, Safety & Wellbeing Survey. Australian Catholic University. https://www.principalhealth.org/ie/2015_Final_Report_Ireland.pdf.
   Google Scholar
• Schechter, C., R. Da’as, and M. Qadach. 2022. “Crisis Leadership: Leading Schools in a Global Pandemic.” Management in Education, 1–8. doi:10.1177/08920206221084050.
   Google Scholar
• Supovitz, J. A., and O. Manghani. 2022. “The Role of Inequity in School Responses to the COVID-19 Pandemic.” Peabody Journal of Education 97 (3): 257–273. doi:10.1080/0161956X.2022.2079882.
   Google Scholar
• Symonds, J. E., D. Devine, S. Sloan, M. Crean, B. Moore, G. Martinez Sainz, E. Farrell, A. Davies, J. Farrel, and T. Blue. 2020. Experiences of Remote Teaching and Learning in Ireland During the Covid-19 Pandemic. University College Dublin. https://a115i2ikt0k3wno971cywnm1-wpengine.netdna-ssl.com/wp-content/uploads/2020/12/CSL-Annual-Report-2-Final.pdf.
   Google Scholar
• Thornton, K. 2021. “Leading Through COVID-19: New Zealand Secondary Principals Describe Their Reality.” Educational Management Administration & Leadership, doi:10.1177/1741143220985110.
   Web of Science ®Google Scholar
• Tobin, E., S. Sloan, J. Symonds, and D. Devine. 2022. “Family–School Connectivity During Transition to Primary School.” Educational Research, doi:10.1080/00131881.2022.2054451.
   PubMed Web of Science ®Google Scholar
• Trinidad, J. E. 2021. “Equity, Engagement, and Health: School Organisational Issues and Priorities During COVID-19.” Journal of Educational Administration and History 53 (1): 67–80. doi:10.1080/00220620.2020.1858764.
   Web of Science ®Google Scholar
• Weick, K. E. 1995. Sensemaking in Organizations. London: Sage Publications.
   Google Scholar
• Wharton-Beck, A., C. C. Chou, C. Gilbert, B. Johnson, and M. A. Beck. 2022. “K-12 School Leadership Perspectives from the COVID-19 Pandemic.” Policy Futures in Education, doi:10.1177/14782103221135620.
   Web of Science ®Google Scholar
• Wu, Y. L., B. Shao, A. Newman, and G. Schwarz. 2021. “Crisis Leadership: A Review and Future Research Agenda.” The Leadership Quarterly 32 (6): 101518. doi:10.1016/j.leaqua.2021.101518.
   Web of Science ®Google Scholar