Using data from a national study on principals' responses to the initial phase of the COVID-
19 pandemic, we describe crisis leadership as boundary spanning–managing up, down …

Purpose: To examine how federal/state-level policy guidance and local context have
influenced district and school leader responses to the COVID-19 pandemic, as well as how …

School principals are located at the interface between competing demands by a wide
spectrum of stakeholders leading to tensions and ambiguities in their role. Understanding …

This essay argues that principals' capacity to advance equity might have been constrained
by pre-COVID conditions. Drawing on the emerging literature on school leadership during …

Background: The Covid-19 pandemic, the United States' racial reckoning, and nationwide
educational “anti-woke” legislation—along with long-standing accountability policies …

ABSTRACT COVID-19 shocked preK-12 education systems, disrupting reform efforts and
straining schools' capacities for improvement. Yet accountability policies–in particular …

Teachers' professional identities are the foundation of their practice. Previous scholarship
has largely overlooked the extent to which the broader reform culture shapes teachers' …

Stress and burnout in public school teachers and principals have been well documented for
the past 40 years. Sources of stress and burnout are often systemic and include numerous …

The COVID-19 pandemic impacted the schooling processes in K-12 systems. Principals
navigated many challenges both during remote online learning and after returning to in …

Community schools are a national initiative gaining traction due to the recent identification of
the community school model as an evidence-based approach to education that satisfies …