Can head teacher autonomy mitigate the effects of COVID-19 school closures in India?

Rhiannon Moore; Kalyan Kumar Kameshwara

Can head teacher autonomy mitigate the effects of COVID-19 school closures in India?

Rhiannon Moore, Kalyan Kumar Kameshwara

Department of Education

University of Bristol

Research output: Contribution to journal › Article › peer-review

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Abstract

This paper uses data from India to examine how school leaders have reacted to school closures due to COVID-19. We consider how differences in the decision-making autonomy of school leaders affect their confidence and coping strategies, and explore how this may help mitigate the otherwise unequalising effects of the pandemic.

Original language	English
Pages (from-to)	26-31
Number of pages	5
Journal	NORRAG Special Issue
Issue number	6
Publication status	Published - 6 Oct 2021

Keywords

Education
Autonomy
Public schools
School Leadership
India

Access to Document

Education in the Time of COVID-19_NORRAG Special IssueFinal published version, 2.05 MBLicence: CC BY-NC

https://resources.norrag.org/resource/view/659/385Licence: CC BY-NC

Cite this

@article{426c2bfcbdc147dea39302d03d27a5ed,

title = "Can head teacher autonomy mitigate the effects of COVID-19 school closures in India?",

abstract = "This paper uses data from India to examine how school leaders have reacted to school closures due to COVID-19. We consider how differences in the decision-making autonomy of school leaders affect their confidence and coping strategies, and explore how this may help mitigate the otherwise unequalising effects of the pandemic.",

keywords = "Education, Autonomy, Public schools, School Leadership, India",

author = "Rhiannon Moore and Kameshwara, {Kalyan Kumar}",

year = "2021",

month = oct,

day = "6",

language = "English",

pages = "26--31",

journal = "NORRAG Special Issue",