Short Title
Emotionally Agile Leadership
Keywords
educational leadership, crisis management, COVID-19, leadership preparation, stress management, emotional agility
Abstract
The COVID-19 pandemic has dramatically changed the job requirements of school leaders and has negatively impacted the academic outcomes for students (Kuhfeld et al., 2020). As a result of the ongoing demands and stress caused by this pandemic, school leaders are at an increased risk for physical and mental health problems (Boyatzis & McKee, 2005; Brackett et al., 2018; Murphy, 2011; Sorenson, 2007) and, as a result, are less likely to continue in their profession long-term (Brackett et al., 2018; Farrace, 2020).
In an effort to subvert the negative impacts of the COVID-19 pandemic as well as future crises, this paper posits the need for educational leadership preparation programs that focus on interventions that address the emotional intelligence, emotional agility, and crisis-induced stressors of current and emerging school educators. This paper reviews interventions to mitigate and manage work-related stressors through the integration of social-emotional constructs, mindfulness, mindfulness-based programs, and self-regulatory practices to decrease work-related stressors, prevent professional burnout, increase school educator retention, and prepare school leaders for effective crisis management. Recommendations are provided for future leadership preparation programs.
Recommended Citation
Wilson, Adrianne
(2020)
"Emotionally Agile Leadership Amid COVID-19,"
School Leadership Review: Vol. 15:
Iss.
2, Article 1.
Available at:
https://scholarworks.sfasu.edu/slr/vol15/iss2/1
