This paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.
This qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.
The findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.
Investigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.
The cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.
The authors are most grateful to Guest Editor Dr. Carol A. Mullen and the editorial board for this publishing opportunity. The authors appreciate the invaluable insights, encouragement and scholarly reviews from the three expert reviewers making this article possible.
Brinkmann, J.L., Cash, C. and Price, T. (2021), "Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection", International Journal of Mentoring and Coaching in Education, Vol. 10 No. 2, pp. 234-246. https://doi.org/10.1108/IJMCE-01-2021-0009
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