Irish Primary School Leadership during COVID-19:

Principals' Report Amy Fahy

As a result of the COVID-19 pandemic, school closures were implemented by the National Public Health Emergency Team (NPHET) in March of 2020. Consequently, this led to a significant change for principals, as they were faced with needing to quickly adapt to shifting job demands and several new ways of working, including teaching remotely, communicating with staff via online platforms, and planning for a safe return to school. As a result, principals, who already face significant levels of stress daily, have seen their levels of stress amplified by the pandemic.

In response to the concerns from teaching management professionals, the national School Leadership During COVID-19 study was carried out by several academics at Trinity College Dublin, including doctoral student and lead author Amy Fahy, associate professors Dr. Collette Murphy and Dr. Na Fu, along with research assistant Tam Nguyen. The national study aimed to explore leadership experiences in response to the COVID-19 pandemic, as well as offering critical insight to further inform supports that school management teams may benefit from. The study included input from over 600 principals.

FINDINGS The findings of the report offer a clear picture of how principals have navigated the initial stages of the pandemic, as well as how being leaders during times of crisis has affected their personal wellbeing.

For example, the study found that 78 percent of primary school principals have felt overwhelmed by the scale of extra tasks and challenges linked to the COVID-19 pandemic. Likewise, 82 per cent of principals feel drained at the end of the workday due to the increase in daily challenges. Despite principals feeling overwhelmed and drained, 92% of principals feel that their schools have performed well, with teachers effectively solving problems, and quickly adapting to the new working conditions. Similarly, 95% of principals felt their schools have carried out and completed core tasks well. One area where principals are divided however, is their attitude towards online learning, with only 33% of primary school principals having a positive attitude toward online learning.

The findings of the study also explore several key themes which outline principals’ current feelings regarding their role and demands. For instance, the most significant theme discussed by principals was surrounding guidance, support, and communication with one principal stating that ‘Education Centres and the PDST were a shining light in providing support and information during the crisis.’ Similarly, another principal stated that ‘IPPN provided great leadership, during this crisis, to principals.’ Worklife balance was another theme which was discussed by principals, given the changing demands and their responsibilities during COVID-19. One principal claimed that ‘Principals were left in a very vulnerable position, left to run the school without any additional resources at home, any preparation or training and indeed any warning.’ Additional key themes mentioned by principals included digital learning, students and families with additional needs, and teaching principals. Further comments concerning these themes can be found in the report.

RECOMMENDATIONS Overall, the research findings highlight that, although facing unprecedented levels of stress, principals are doing well to effectively navigate the current challenges resulting from COVID-19. Additionally, the research suggests that principals are confident in their abilities, and trust that their staff are able to deal with challenges as they arise. To aid in the successful transition to living with and beyond COVID-19.

the report proposes the three following recommendations.

1. Improved communications and greater involvement of principals First, the report recommends revitalising the DES communication and consultation system, thus making more use of the expertise of principals to enhance the effectiveness of this process. It is recommended that important information/circulars be communicated to principals during the school day, in advance of release to the general public, to ensure that principals have sufficient time outside of school hours to manage their personal wellbeing and maintain a healthy worklife balance.

Increased DES involvement with principal networks is strongly encouraged, as they offer a platform

for principals to share and exchange knowledge and information, as well as for staff members in schools. A regional HSE/DES COVID-19 helpline would be beneficial for principals to ensure that prompt, school-specific advice can be accessed by principals when required. Furthermore, more explicit use of knowledge-sharing and knowledge dissemination such as online conferences, seminars and workshops as a central activity, should be put in place to facilitate ongoing conversations among principals. This will not only offer support in times of crisis, but will also act as a medium for principals to interact and share insight and personal experience when dealing with other school-related challenges. Similarly, to enhance the collective ability to adapt to changes, regular principal and staff surveys, and focus groups alongside the community, are necessary.

2. Providing professional development opportunities Second, it is recommended that leadership crisis management training be provided for principals and their management teams. By implementing this training, principals will enhance their ability to cope during this pandemic and any future potential crises that may arise. Additionally, increased attention should be placed on shared/distributed leadership, particularly during times of crisis. This would help to alleviate the increase in workload placed on principals. Further, team-building training should also be accessible to school management teams for those interested. The postponement of new initiatives and inspections is also recommended to allow principals to focus their full attention on keeping their schools functioning during this crisis.

3. Offering additional support Lastly, it is recommended that adequate IT infrastructure and digital supports be put in place allowing principals to meet their school responsibilities and deliverables. Proper IT infrastructure includes: ensuring that adequate WIFI is available, equipping principals with devices, and providing IT professional development in the areas of digital learning and communication. Additionally, it is recommended that supplemental and individualised support (e.g. SNA/learning support teacher) be available for students with economic and/or special education needs so as to further allow principals to focus their efforts on managerial duties.

Investing in online learning platforms and supports is also highly recommended. One way in which principals can avail of this is through the PDST’s responsive supports for Digital Technologies. Ciara O’ Donnell, National Director PDST, has described how PDST has adapted its direct leadership CPD provision, with a focus on crisis management and leadership sustainability as of March 12 th .

CONCLUSION COVID-19 has presented several challenges to schools, requiring principals to rapidly adapt to changing work demands. Despite these trying times, principals have continuously demonstrated resilience and have done extraordinarily well in navigating and in leading their management teams. As stated by Ciara O’ Donnell, ‘In dealing with the immediate so bravely and creatively, our school leaders developed ways of working not just for survival during COVID but ones that will endure as innovative practice into the future – this baptism of fire has yielded sparks that have become perpetual flames and it is school leaders and teachers that have lit them’.

If you would like to contact Amy in relation to this article, you can email her at fahyam@tcd.ie