Journal of Educational Leadership and Policy Studies
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.
Southern Connecticut State University
School climate, positive school climate, leadership, COVID-19 pandemic
Brion, Corinne and Kiral, Bilgen, "Creating and Sustaining Positive School Climate During COVID-19 Pandemic" (2022). Educational Leadership Faculty Publications. 278.
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Administration Commons
The document is made available in compliance with the publisher's open-access policy. Permission documentation is on file.