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Principals' Discursive Framing and Communications and Educators' Job Satisfaction during the COVID-19 Pandemic

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Title: Principals' Discursive Framing and Communications and Educators' Job Satisfaction during the COVID-19 Pandemic
Language: English
Authors: Kristen C. Wilcox (ORCID 0000-0003-3338-8008), Francesca T. Durand, Hal A. Lawson, Kathryn S. Schiller, Aaron Leo, Maria I. Khan, José Antonio Mola Ávila (ORCID 0000-0001-6399-1815)
Source: Journal of School Leadership. 2024 34(6):516-540.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Secondary Education
Descriptors: Principals, COVID-19, Pandemics, Job Satisfaction, Teacher Attitudes, Interpersonal Communication, Leadership Styles, Teacher Administrator Relationship, Communication Strategies, Labor Turnover, Teacher Persistence, Preschool Education, Elementary Secondary Education
Geographic Terms: New York
DOI: 10.1177/10526846241271448
ISSN: 1052-6846
Abstract: This qualitative interview study investigated principals' discursive frames and communications during the COVID-19 pandemic. The six leader interviews that comprise this study's dataset were drawn from a purposeful sample of schools with variable educator job satisfaction survey results. A combination of deductive and inductive coding of the interview data informed by framing theory was conducted. This analysis revealed that leaders of schools with the least amount of change in educator job satisfaction during the pandemic drew upon diagnostic, prognostic, and motivational frames and used a variety of communication strategies that encouraged collaboration and cooperation. Findings suggest that while all principals in this study shared similar challenges and all increased the frequency of their communications during the pandemic, how principals framed uncertainty, listened to and responded to staff concerns, and communicated using different modes and with different stakeholders contrasted in schools with variable educator job satisfaction changes. This study holds implications for school principal crisis-management communications and future study of them.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446503
Database: ERIC
FullText Text:
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  Data: Principals' Discursive Framing and Communications and Educators' Job Satisfaction during the COVID-19 Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Kristen+C%2E+Wilcox%22">Kristen C. Wilcox</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3338-8008">0000-0003-3338-8008</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francesca+T%2E+Durand%22">Francesca T. Durand</searchLink><br /><searchLink fieldCode="AR" term="%22Hal+A%2E+Lawson%22">Hal A. Lawson</searchLink><br /><searchLink fieldCode="AR" term="%22Kathryn+S%2E+Schiller%22">Kathryn S. Schiller</searchLink><br /><searchLink fieldCode="AR" term="%22Aaron+Leo%22">Aaron Leo</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+I%2E+Khan%22">Maria I. Khan</searchLink><br /><searchLink fieldCode="AR" term="%22José+Antonio+Mola+Ávila%22">José Antonio Mola Ávila</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6399-1815">0000-0001-6399-1815</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. 2024 34(6):516-540.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+Turnover%22">Labor Turnover</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
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  Data: 10.1177/10526846241271448
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  Data: 1052-6846
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  Data: This qualitative interview study investigated principals' discursive frames and communications during the COVID-19 pandemic. The six leader interviews that comprise this study's dataset were drawn from a purposeful sample of schools with variable educator job satisfaction survey results. A combination of deductive and inductive coding of the interview data informed by framing theory was conducted. This analysis revealed that leaders of schools with the least amount of change in educator job satisfaction during the pandemic drew upon diagnostic, prognostic, and motivational frames and used a variety of communication strategies that encouraged collaboration and cooperation. Findings suggest that while all principals in this study shared similar challenges and all increased the frequency of their communications during the pandemic, how principals framed uncertainty, listened to and responded to staff concerns, and communicated using different modes and with different stakeholders contrasted in schools with variable educator job satisfaction changes. This study holds implications for school principal crisis-management communications and future study of them.
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  Data: 2024
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  Data: EJ1446503
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      – SubjectFull: Pandemics
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      – SubjectFull: Labor Turnover
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      – SubjectFull: New York
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