Covid 19 Pandemic and Educational Leadership: An insight into Colleges of Education

1. Covid 19 Pandemic and Educational Leadership: An
insight into Colleges of Education

2. OUTLINE OF PRESENTATION
• Introduction
• Research problem
• Research questions
• Methodology

3. Introduction
• The coronavirus (COVID-19) pandemic has
significantly affected global economies.
• It has impacted capital and supply chains,
influencing product distribution and
availability.
• Lockdowns brought about a higher increase in
unemployment

4. • The devastating effects of the COVID -19 pandemic
have not been spared the educational sector.
• Social distancing with its associated psycho-
social issues and moving all the educational
activities online caused many inconveniences
and required effective decisions from
educational leadership (Adjei, 2020)

5. STATEMENT OF PROBLEM
• The COVID 19 crisis has illustrated the
deficiencies in educational systems and exposed
educational leaders' lack of preparation for crisis
leadership, especially in emerging economies.
• Most leaders were caught unaware, and no room
had been made for online classes.
• For example, in Ghana, students had to stay
home before online classes were introduced

6. .
• Moreover, since higher education institutions are
complex systems, they are susceptible to external
environmental factors that may disrupt
organizational work flow, direction, and purpose.
• Any institutional crisis is delimited by its causal
events, yet, institutional reputation and standing
are often more influenced by its response's social
construction and perceptions

7. • Aagaard and Earnest (2021) suggest that, ideally, crisis
leaders frame responses with attention to multiple
audiences.
• In this way, they can better mitigate messages that
appear to privilege the perceptions and status of one
set of interests or groups over others.
• for example, departmental and system-wide
organizational impacts are of greater concern than
personal consequences

8. This requires leadership competencies, including analytic and
communication skills, flexibility, empathy and compassion,
presence and availability, transparency and honesty, and trust
and respect.
• More critically, educational leaders in
emerging countries like Ghana may not have
the competencies to manage the educational
crisis
• In one of the few research to emerge so far on
pandemic-era school leadership,

9. ,
• Riggby et al. (2020) identified three promising practices for P-
12 school system: treating families as equal partners in
learning, continuing to provide high-quality learning
opportunities for students, and decision making that is
coordinated, coherent, and inclusive.
• However, this study was conducted at the junior levels which
has a different management issues and practices form higher
educational institutions. Higher educational institutions have
many complex leadership structure with several hierarchies.
• There are gaps in the higher educational levels where
critical complexities exist (chitpin and Karoui, 2021).
• To fill these gaps, this study seeks to investigate the nexus
between educational management and COVID-19 and
educational leadership in the Ghanaian tertiary institutions.

10. objectives
• Explore the effect of COVID 19 pandemic on
higher education leadership in Ghana
• Identify the challenges posed by COVID 19 on
higher educational leadership in Ghana
• Evaluate the critical success factors for Post
COVID 19 educational crisis leadership in
Ghana

11. .
• Design a framework for successful higher
educational crisis leadership in Ghana
• Propose implementation plans for a successful
higher educational crisis leadership
framework in Ghana.

12. Research questions
• 1. What is the effect of the COVID 19 pandemic
on Colleges of Education leadership in Western
North Region?
• 2. What are the challenges posed by COVID 19 on
Colleges of Education leadership in Western
North Region?
• 3. What are the critical success factors for Post
COVID 19 Education crisis leadership in Western
North Region?

13. .
• 4. Which framework is appropriate for
successful educational crisis leadership in
Colleges of Education in Western North
Region?
• 5. Which plans can be proposed for
implementing a successful educational crisis
leadership framework in Colleges of
Education?

14. METHODS
Instruments
Data Collection
Procedure
Data Analysis
Research
Design
Philosophy
Underpinning
Study
Population
Sampling &
Sampling
Procedure
.
Ethical Consideration
.

15. Brief Methodology
Section Methodological Decision/Stance
Research Paradigm Interpretism
Research Design Exploratory/Qualitative Research Design
Population The study population of this study includes employees of the Senior ,middle and
lower leaders of the Colleges of Education in Ghana totaling about 3000
Sample Size 100
Research Approach Inductive
Sampling Method Purposive technique
Data Collection Instrument Interview ,Questionnaire, focus group
Q Thematic Analysis
15

16. Expected contribution
• Published a predictive model on educational
leadership.
• Provide useful information for development of
policies in educational leadership.
• Establish effects of Covid 19 on Educational
Leadership.
• Establish the Challenges confronting
Educational Leadership during Covid 19

17. References
• Aagaard, E. M., & Earnest, M. (2021). Educational leadership in the time of a
pandemic: Lessons from two institutions. FASEB BioAdvances, 3(3), 182-188.
• Adjei, S. B. (2020). The COVID-19 pandemic and the psychosocial pain of social
distancing in Africa. Accessed on, 4(05), 2020.
• Chitpin, S., & Karoui, O. (2021). Covid 19 and Educational Leadership: Resolving
Educational Issues. Academia Letters, 2.
• Rigby, J., Forman, S., Foster, L., Kazemi, E., and Clancey, S. (2020). Promising
District Leadership Practices for Transformative Change in the Context of COVID-
19. Washington: University of Washington.