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- Vol 6 RE: Chapter 6
adaptive leadershipdistributed leadershiprelational trustorganisational resilienceremote teachingeducational equityJournal article Evidence summaryAt a glance
Harris and Jones reflect on school leadership during the early COVID-19 disruption, when closures, remote teaching, public-health requirements, and uncertainty transformed everyday educational work. They argue that leadership became necessarily adaptive, responsive, and distributed because no single leader possessed the information or capacity to manage rapidly changing conditions alone.
Key ideas
Trust, collaboration, communication, networks, and collective problem solving became practical necessities. Leaders also had to protect wellbeing, respond to inequitable access and family circumstances, support teachers learning unfamiliar practices, and make decisions with incomplete evidence. The crisis exposed the limits of rigid plans and heroic-leader models while increasing the importance of context-sensitive professional judgement. Digital technology enabled continuity but did not remove social, pedagogical, or equity challenges.
Why it matters
This short editorial is a contemporaneous conceptual response, not an empirical evaluation of leadership effects, and its claims should be tested against later evidence. Its durable implication is to build collaborative capacity, relational trust, learning networks, and organisational resilience before emergencies rather than attempting to improvise them only after disruption occurs.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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