Educational Leadership’s Covid Shift: How School Leaders Utilized The Standards And Beyond

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Casey Kruk (Creator)
Appalachian State University (ASU )
Web Site:
Julie Hasson

Abstract: This qualitative study investigated the lived experiences of ten site-based school administrators in Western North Carolina. It analyzes their answers to questions on how they led their schools through turmoil and how much or how little they were guided by the North Carolina Standards for School Executives. The semi-structured focus group interview data was analyzed through a constructivist lens with a phenomenological framework. The interviews describe the school leaders' collective reaction to different stages of the COVID pandemic. Participants discussed the pandemic from its onslaught in March 2020 through the ensuing years. They discussed a wide range of emotions and tactics that they employed to lead their organizations, which ranged from significant overhauls in systems to paying attention to minute details they had not had to pay attention to before. There was a feeling of discontent with the way that they, as educators and school leaders, had been able to provide support to their schools during that time. The data showed that, while school leaders did utilize parts of the North Carolina Standards for School Executives, they also looked for alternative ways to lead their schools.

Additional Information

Kruk, C. (2023). Educational Leadership’s Covid Shift: How School Leaders Utilized The Standards And Beyond. Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2023
Educational Leadership, COVID-19 Leadership, Agile Leadership, Phenomenological Analysis

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