Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership
Department
Educational Leadership
First Reader/Committee Chair
Kivalahula-Uddin, Hannah
Abstract
This qualitative study aimed to gather knowledge from the lived experiences of public school administrators before, during, and after the COVID-19 pandemic. Questions focused on the support and training received, experiences at school sites and online, and the lessons learned during this time. The literature review focused on issues that school administrators dealt with during this time. Challenges were varied, and solutions and information provided from the review indicated the need for communication, support, and planning. The theoretical framework was Activity Theory and Cultural Historical Activity Theory, which focused on the premise that an activity may be shared and taken on by people in charge or motivated by a common goal, possibly a solution to a problem. The methodology utilized was phenomenology; bracketing is used to help validate data. In Vivo Coding was used to determine the themes of the data. Eight administrators from three districts in Southern California were interviewed through Zoom. Participants were male and female, and their ethnicities were White, Hispanic, African American, and mixed race. Key takeaways were the need for communication and collaboration among all stakeholders, resiliency, flexibility, adaptability, contingency plans, and the need to address the mental health of all stakeholders. Implications of this study emphasized the importance of establishing positive relationships between all stakeholders by creating frequent communication and collaboration. Districts should provide appropriate training and support for school administrators and leaders, setting them up for success. Finally, there is a need for contingency plans and after-action reports whenever an extraordinary situation arises.
Recommended Citation
Burr, Teresa Marie, "LEADERSHIP POST COVID-19: EXPLORING THE LIVED EXPERIENCES OF PUBLIC-SCHOOL ADMINISTRATORS AND SUPPORT THROUGH PROFESSIONAL DEVELOPMENT" (2025). Electronic Theses, Projects, and Dissertations. 2115.
https://scholarworks.lib.csusb.edu/etd/2115
