How Educational Leadership Can Improve Student Achievement During COVID-19?-OA Journal of Education Research-Pubscie

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How Educational Leadership Can Improve Student Achievement During COVID-19?

DOI: 10.26855/oajer.2022.07.009
Year, volume (issue): 2022, 1(1)
pp. 39-42
Published in: OA Journal of Education Research
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Yanfeng Li

Education, Educational leadership, Principal leadership, Teacher leadership, Student achievement

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Abstract

Because of the spread of COVID-19, most countries worldwide have taken school closures to contain the outbreak’s spread. Nearly 70 percent of students worldwide could not continue their education due to nationwide closures. Millions of students have also been affected in other countries that have imposed localized closures. COVİD-19 affects students’ academic performance and changes the original learning pattern. The classroom has gone from offline to online, and Educational Leadership in the school model has also changed. Some signs point to a change in school leadership likechanging their self-care and health considerations and enhanced crisis leadership management awareness. Also, teacher leadership improves student achievement by helping students with self-direction and self-determination and by offering more communication with parents to improve student achievement. Educational leadership has changed under the influence of COVID-19, and this transformation has impacted student achievement. This article focuses on how educational leadership can improve student achievement during COVID-19.

Keywords: Education, Educational leadership, Principal leadership, Teacher leadership, Student achievement

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[1] Alma, H. and Michelle, J. (2020). COVID 19 – school leadership in disruptive times. School Leadership & Management, 40: 4, 243-247, DOI: 10.1080/13632434.2020.1811479.

[2] Azorín, C. (2020). Beyond covid-19 supernova. Is another education coming? Journal of Professional Capital and Community, 5(3/4), 381-390. https://doi.org/10.1108/jpcc-05-2020-0019.

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[5] McLeod, S. and Dulsky, S. (2021). Resilience, reorientation, and reinvention: School leadership during the early months of the COVID-19 pandemic. Frontiers in education, 6. https://doi.org/10.3389/feduc.2021.637075.

[6] Moore, B. (2009). Emotional intelligence for school administrators: A priority for school reform? American Secondary Education, 37(3), 20-28.

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[8] York-Barr, J. and Duke, K. (2004). What do weknow about teacher leadership? Findings from two decades ofscholarship. Review of Educational Research, 74(3), 255-316.

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