Revisiting Female Instructional Leaders’ Crisis Management Experience During the Pandemic: A Phenomenological Inquiry
DOI:
https://doi.org/10.69971/sl.2.2.2025.44Keywords:
female leadership, instructional leaders, crisis management, educational leadership, covid-19, contingency theoryAbstract
This study was designed in Contingency Theory to explore the leadership struggles, strategies, and contextual influences experienced by female instructional leaders during the COVID-19 pandemic. Utilizing a semi-structured, researcher-developed interview guide, the research aimed to uncover how cultural and institutional factors shaped their crisis leadership, filling in the limited research regarding the lived experiences of female instructional leaders during said pandemic. Data was collected through in-depth interviews with five purposely selected female instructional leaders from various schools. Thematic analysis was performed following Braun and Clarke’s six-phase approach. The analysis yielded three major themes, namely gendered leadership challenges, cultural and institutional influences, and adaptive crisis management strategies. These were further categorized into eight sub-themes and twenty thematic categories. Female instructional leaders exhibited a relational and context-responsive leadership style marked by emotional resilience, equity-oriented practices, and collaborative innovation. Findings highlight the need for gender-sensitive support systems and inclusive policy reforms to strengthen educational leadership in times of crisis.
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