How did COVID-19 shape the leadership practices of Norwegian school principals? A qualitative follow-up study

Abstract

This study explores how the protracted exposure to the COVID-19 pandemic influenced role expectations and leadership practices among Norwegian school principals. Following up Lien et al. (2022). School principals’ experiences and learning from the COVID-19 pandemic in Norway. Scandinavian Journal of Educational Research, 1–16, nine Norwegian school principals were re-interviewed 18 months into the pandemic. Four main themes emerged: (a) increased demands and expectations describes how the pandemic still poses a significant additional workload, (b) dilemmas and uncertainty outlines how the school principals have become more aware of their responsibilities and liabilities, (c) social support and relationships details an increased sense of community and peer support from fellow teachers, colleagues and the community at large, and (d) self-efficacy describes how the pandemic has instilled confidence in the principals as school leaders. The findings are discussed in the context of leadership practices in education and research on crisis leadership.