From Crisis to Competence: Enhancing School Leadership Competencies in the Wake of COVID-19: The Case of Abu Dhabi International Private Schools

Abstract

This exploratory sequential mixed methods study investigates how school principals in Abu Dhabi’s international private schools experienced leadership during the COVID-19 pandemic. Conducted approximately twenty-four months after the onset of the crisis, the research offers a reflective account of leadership practices beyond the initial reactive phase allowing principals time to reflect on their experiences and enabling a more thoughtful and in-depth thematic analysis. Twenty-three principals out of forty-eight school principals who were eligible to participate in the study as principals of schools rated ‘Good’ to ‘Outstanding’ participated in the survey, with eleven of the twenty-three also participating in the interview phase. The study reveals that effective leadership during prolonged disruption required a combination of adaptive instructional practices, virtual pedagogical leadership, data-informed decision-making, and sustained support for teacher development. In addition, the values of community building and transformational leadership in maintaining trust, morale, and continuity were emphasized. The findings underscore that contemporary as well as future school leaders must be equipped with a wider set of competencies than previously expected. In response, the study proposes a tailored professional development framework—TACTIC—grounded in transformational leadership, cultural awareness, crisis management and decision-making, virtual pedagogical leadership, instructional leadership, and professional networking. This model advocates for continuous, context-responsive learning opportunities that support principals in navigating diverse and evolving educational challenges, while contributing new insights to the growing body of crisis leadership literature.
Keywords: School leadership, Principals’ professional learning, COVID-19 pandemic, Crisis management.

Date of Award	25 Jun 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Michael Fertig (Supervisor) & Denise Mifsud (Supervisor)