Abstract
The term middle leadership is used in education to broadly describe the swathe of administrative roles that connect the classroom teacher with the top-tier management level role of head of school. The COVID-19 pandemic has illuminated the criticality of this role to school effectiveness and its relevance to crisis response. This chapter presents findings from a qualitative study conducted to understand how middle leaders were empowered during the pandemic in the international school context. Thirteen in-depth interviews with heads of schools, across three continents, were conducted to better understand how middle leaders were activated during the crisis. The findings revealed that while middle leaders were empowered through authentic collaboration, increased communication, and role clarity, due to the experience of the crisis, this was not always intentional. Finally, this chapter shares a conceptual framework that senior leaders may utilise for the sustainable empowerment of their middle leaders.
TopBackground
The global context during the pandemic forced Heads of Schools in international schools to be focused on policy, health, and politics while middle level leaders became the drivers of their schools (Harris & Jones, 2021). The roles of Heads of Schools changed overnight, and so did the expectations for other administrators working within their institution. This change was necessary and immediate and—in many cases—not intentional. As school leaders grappled with the new reality of COVID-19, they began to rely more on their administrative staff who ran the school. Educational leaders were compelled to include and collaborate with middle level leaders in new and different ways. Given the context of international schools and their nuances, this pivot was necessary. Without the support of large government agencies and direct access to health data, the role of the Head of School inevitably shifted to executive-type roles, as daily operations of the school were delegated to middle leadership roles. However, the authors note that even prior to the pandemic, school leaders found effective infusion of middle leadership roles in institutional practice, complex (Fleming, 2014; Hansen & Davidson, 2022; Harris & Jones, 2017; Spillane, 2006).
Key Terms in this Chapter
Head of School: The titled leader of an international school that is hired by the school board to lead and operate the school. Their title may also be described as “director” or “principal” in some instances.
International Schools: Independent private schools that provide an international curriculum that is offered in the English language and that strives to meet the needs of its diverse student and parent community as well as any national standards and requirements.
Middle Level Leaders: The titled leaders in an international school which report directly to the Head of School.