Abstract
This study aimed at investigating teachers’ perceptions of their principals’ leadership effectiveness in emergency remote learning during the coronavirus pandemic. The study was guided by three research questions on the type of leadership style school leaders exhibited in response to COVID-19, how the principals led their teachers in emergency remote learning and their perceptions of the benefits and challenges of integrating emergency remote learning in schools in Jamaica. A cross-sectional survey research design was used for this study. A total of 140 teachers were purposefully selected from across different school levels (early childhood, primary, and secondary). An e-questionnaire was used to collect data from the participants. The results showed that a majority of the teachers chose distributed leadership as the style displayed by their school leaders. A majority of the teachers were of the view that their principals provided them with an opportunity to connect with the school’s vision/plan, made them feel proud to be associated with the school, and gave them information about what was to be done in their schools during emergency remote learning. The teachers indicated that by using emergency remote learning, they felt safe from getting the virus, and that they did not have to commute regularly to their schools to teach. A number of challenges with emergency remote learning were identified, including lack of collaborative planning, not being a part of the decision-making process, and lack of clear expectations on how to work together. Based on the limitations of the study, a number of suggestions were made for future research studies.
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Onyefulu, C. (2021). Perceived Effectiveness of School Leadership in Emergency Remote Learning During the Coronavirus Pandemic. In: Bissessar, C. (eds) Emergency Remote Learning, Teaching and Leading: Global Perspectives. Springer, Cham. https://doi.org/10.1007/978-3-030-76591-0_9
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