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Principal–Teacher Relationships Under the Pressure of the COVID-19 Pandemic: Critical Factors and Implications for School Leadership During Crises

Year: 2024

Type: article

Abstract: This paper aims to present the views of Greek school principals on whether and how working amid the crisis caused by the COVID-19 pandemic affected principal–teacher relationships. It mainly focuses on the factors that contributed to the quality and course of these relationships. A qualitative methodology was adopted. Data were collected from 57 principals of public primary and secondary schools who answered the open-ended questions of an online questionnaire. Written answers were analyzed using the method of thematic analysis. The analysis revealed that, given the adverse working conditions, principal–teacher relationships were affected to varying degrees and in different ways in each school unit. For forty-seven percent of principals, the relationships remained unaffected; for forty percent, the relationships worsened; and for thirteen percent, they became stronger. It was found that teacher-related factors (attitude towards increased duties/obligations and ability to manage stress and fear), as well as work climate-related factors (communication and interaction, togetherness, and pre-existing work climate) contributed to the course of principal–teacher relations amid the pandemic. The findings provide practical and theoretical implications for school leadership and human resources management in a crisis context.

Source: Societies

DOI: 10.3390/soc14100209

Authors: Eleftheria Spyropoulou, Theodore Koutroukis

Institutions: Aristotle University of Thessaloniki, Democritus University of Thrace

Language: English

Topic: School Leadership and Teacher Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,591