Creating and Sustaining Positive School Climate During COVID-19 Pandemic

Author(s)

Corinne Brion (0000-0001-6151-525X), University of DaytonFollow
Bilgen Kiral, Adnan Menderes University

Document Type

Article

Publication Date

10-2022

Publication Source

Journal of Educational Leadership and Policy Studies

Abstract

The researchers used a qualitative design with a descriptive phenomenological approach to examine the experiences of 10 principals in creating and sustaining a positive school climate during COVID-19. The researchers conducted interviews over Zoom from October to December in 2021. The principals have worked in two American states, one Midwestern state and one in the South region of the country. Findings indicated that although the principals knew about school climate, they did not have a complete understanding of the concept. In the present study, it was concluded that a positive school climate is created and sustained with specific leadership skills such as pertaining to communication and building robust relationships. The challenges experienced by the principals included the socio-political climate of the country, low student participation, lack of socialization, stress due to the pandemic, student behavior problems, and workload of teachers.

ISBN/ISSN

2473-2826

Document Version

Published Version

Comments

The document is made available in compliance with the publisher's open-access policy. Permission documentation is on file.

Journal website

Publisher

Southern Connecticut State University

Volume

6

Issue

Fall

Peer Reviewed

yes

Keywords

School climate, positive school climate, leadership, COVID-19 pandemic

eCommons Citation

Brion, Corinne and Kiral, Bilgen, "Creating and Sustaining Positive School Climate During COVID-19 Pandemic" (2022). Educational Leadership Faculty Publications. 278.
https://ecommons.udayton.edu/eda_fac_pub/278