Chronic Disruptions and their Effects on Educational Leaders: COVID-19 Disruption in Post-Secondary Education
Date
2025-05-22
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Thesis
Degree Level
Doctoral
Abstract
This qualitative study explores how post-secondary education leaders perceive, experience, and respond to disruptions, using the COVID-19 pandemic as a key context. The research used a grounded theory approach to capture personal experiences and leadership insights to disruption. A total of 28 post-secondary education leaders, mostly from Western Canada were selected to participate through purposeful sampling. Data were gathered through World Café discussions, in-depth interviews, and expert reviews. Thematic analysis was used to identify key insights.
Participants described disruptions as characterized by fear, uncertainty, and institutional struggles. The sudden move to remote learning revealed challenges in governance, decision-making, and crisis preparedness, along with political pressures. The crisis disruption also affected socio-emotional well-being, with both leaders and students experiencing stress, isolation, and anxiety. The growing need for mental health support highlighted the importance of stronger well-being initiatives. The study found that effective leadership during disruptions required adaptability, empathy, and quick decision-making. Leaders who embraced collaboration and flexibility were more successful, though the urgency of the crisis disruption sometimes made it hard to include all stakeholders in decision-making. Institutions had to quickly adopt new technology, including online learning and AI. While this improved access to education, it also raised concerns about engagement and quality. Leaders who encouraged innovation and adaptability during disruptions helped institutions adjust more effectively.
The study emphasizes the need to improve leadership training, crisis management, and policy development in post-secondary. It also recommends institutions to strengthen mental health support, promote fairness, and advance digital learning while preparing for future disruptions. By focusing on adaptability and resilience, education leaders can build stronger, more sustainable learning environments.
Description
Keywords
Chronic disruption, Educational leadership, Post-secondary education, COVID-19 pandemic
Citation
Degree
Doctor of Philosophy (Ph.D.)
Department
Educational Administration
Program
Educational Administration