Instructional Boundary Management during COVID-19

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Instructional Boundary Management is an area of school leadership comprising activities that simultaneously involve instructional leadership and boundary management. This study explores principals’ Instructional Boundary Management during COVID-19. Data collection consisted of semi-structured interviews with a diverse sample of 33 Israeli elementary school principals. Data analysis indicated that principals felt an increasing need to carry out most Instructional Boundary Management activities during COVID-19. The findings suggest that COVID-19 influenced principals’ needs through the following three factors: the challenges that COVID-19 posed to teachers, the challenges that COVID-19 posed to students and parents, and the transition from face-to-face instruction to distance learning. These findings reveal the mechanisms through which COVID-19 affected Instructional Boundary Management activities, explaining how and why COVID-19 has led to a greater need for principals’ Instructional Boundary Management.

Original languageEnglish
Pages (from-to)593-609
JournalEducational Management Administration and Leadership
Volume52
Issue number3
Early online date29 May 2022
DOIs
StateE-pub ahead of print - 29 May 2022

Bibliographical note

Publisher Copyright:
© The Author(s) 2022.

Keywords

  • COVID-19
  • Instructional Boundary Management
  • Instructional leadership
  • boundary management
  • school principals
  • the Israeli school system

Fingerprint

Dive into the research topics of 'Instructional Boundary Management during COVID-19'. Together they form a unique fingerprint.

Cite this