CARING SCHOOL LEADERSHIP AND WELL-BEING OF SCHOOL LEADERS TOWARDS THE ENHANCEMENT OF INTERPERSONAL
SKILLS PRACTICES DURING FACING PANDEMIC COVID-19.
Chin Choon Tow1 Nazeri bin Mohammad PhD2
1Universiti Islam Antarabangsa Malaysia, Gombak, Malaysia. (E-mail : [email protected])
2Institut Aminuddin Baki Cawangan Genting Highlands, Pahang, Malaysia (E-mail: [email protected])
Abstract: The caring role of the principal can be explicated in terms of human capital theory. Human capital is the value of people within the organization. To care for and about people within the organization implies that management and leadership value these people. If the people are valued by leadership, the leader will be concerned about their wellbeing. Care is thus directed at the person and the well-being of the human being itself. This study aims to empirically examine the relationship between psychological determinants, organizational / workplace determinants and management determinants among Middle Leaders of East Coast Primary School peninsular Malaysia. The Caring School Leadership Questionnaire (CSLQ) instrument was used in this study. Respondents were 122 administrators from the state of Pahang and Terengganu of Peninsular Malaysia. Correlation, regression and regression analysis are used to identify the relationship between the three variables.
Analysis of correlations between the three variables found that only constructs psychological determinants, Consciousness of feelings (r=-.21), Understanding others' point of view (r=.19) and Empathy (r=.22) had a significant relationship with organisational constructs/workplace determinants.
These three constructs also have a significant relationship with the construct of management determinants, Consciousness of feelings (r=-.32), Understanding others' point of view (r=.29) and Empathy (r=.22) also have significant relationships with management determinants. Effective leadership shows that the emotionally intelligent school leader has the ability to show empathy, be optimistic, build morale and motivate. Empathy is a characteristic of care because the wellbeing of others is taken into account. This concern about the wellbeing of others also takes into account the individual circumstances of the other person.
Keywords: caring school leadership, well-being of school leaders and pandemic covid-19.
1. Introduction
COVID-19 is a serious threat and continues to be a major focus of concern, but the global environmental health community also recognizes the persistent environmental threats which will still remain beyond the current pandemic (Jeste, Lee, and Cacioppo, 2020). To prevent the spread of the coronavirus, school leaders must ensure social distancing-limiting group sizes, keeping students two feet apart, restricting non-essential visitors, and closing communal spaces (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020; Barzilai, and Chinn, 2020). Those measures run counter to how schools usually operate, with teachers and students working together in close quarters, children socializing throughout the day, and the buildings serving as a community gathering space (Chinn, Barzilai, and Duncan, 2020; Nazeri Mohammad and Arshad Jais 2020). Maintaining two feet of social distancing in classrooms, buses, and common areas, such as hallways and cafeterias, will be nearly impossible if the entire student body is in
the school building at once(Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020; Barzilai, and Chinn, 2020).
It's hard to believe that more than one year have passed since schools across the country suddenly closed their doors as a precaution against the spread of the coronavirus (Nazeri Mohammad and Arshad Jais 2020). As shelter-in-place and stay-at-home directives were issued, districts were forced to make swift decisions that left many teachers with little to no advance notice or instructions about how, and for how long, they would be teaching their students from home (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020). Educational leaders play a pivotal role in affecting the climate, attitude and reputation of their schools (Nazeri Mohammad and Arshad Jais 2020). They are the cornerstone on which learning communities function and grow (Nazeri Mohammad and Arshad Jais 2020). With successful school leadership, schools become effective incubators of learning, places where students are not only educated but challenged, nurtured and encouraged (Barzilai, and Chinn, 2020). On the other hand, poor or absent school leadership can undermine the goals of an educational system (Chinn, Barzilai, and Duncan, 2020). When schools lack a strong foundation and direction, learning is compromised, and students suffer. District and school leaders will have to make significant adjustments to the schedule (Ritchie, & Tucker-Drob, 2018). School buildings are typically set up to foster student collaboration, opportunities for socializing, and a sense of community (Jeste, Lee, and Cacioppo, 2020). But now, students’ day-to-day experiences will be dictated by social distancing rules and recommendations from public health authorities (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020). That means school leaders will have to consider-and adjust-the morning rush, classroom setups, school supplies, lunchtime, recess, and extra-curricular. They will also have to pay special attention to the most vulnerable students (Chinn, Barzilai, and Duncan, 2020).
As leaders we have a tremendous responsibility to listen to families and their needs in their own language and in the technology they prefer, often phone or text (Chinn, Barzilai, and Duncan, 2020). Listening to historically oppressed and immigrant families benefits us all (Ritchie, & Tucker-Drob, 2018). Their knowledge, wisdom and experience of their communities together with our expertise in navigating systems will allow us to learn and create change together (Barzilai, and Chinn, 2020). Psychological science tells us that social context, interpersonal relationship, and emotional well-being are important to student learning (Ron Blonder and Sherman Rosenfeld 2019). Psychology can also offer guidance to parents and caregivers who may be facing challenges fostering social-emotional learning as they adapt to virtual or home education during the COVID-19 pandemic (Jeste, Lee, and Cacioppo, 2020).
Interpersonal skills are traits you rely on when you interact and communicate with others. They cover a variety of scenarios where communication and cooperation are essential. These skills involve the ability to communicate and build relationships with others (Ritchie, & Tucker- Drob, 2018). It can be particularly difficult for parents and caregivers to foster their children's interpersonal relationships and social-emotional development while practicing physical distancing (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020). Having limited access to peers and classmates can affect children's emotional well-being, which can in turn affect their educational performance, learning and development (Chinn, Barzilai, and Duncan, 2020).
Effective school leaders build and sustain reciprocal family and community partnerships and leverage those partnerships to cultivate inclusive, caring and culturally responsive school communities (Nazeri Mohammad and Arshad Jais 2020). To build these community networks it is essential that school leaders are visible in their schools and community, develop trust and create a sense of transparency and shared purpose with parents, staff, community members and students (Barzilai, and Chinn, 2020). But what makes a successful school leader? How do you become truly effective as a principal or in a leadership position? While there is no one solution to successful school leadership, there are certain strategies, skills, traits and beliefs that many of the most effective school leaders share (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020). This study was conducted to explore the understanding of psychological determinants, organisational/workplace determinants and management determinants from the perspective of interpersonal skills practices during facing pandemic COVID-19(Jeste, Lee, and Cacioppo, 2020). During the pandemic, people have been more encouraged than ever to reach out to family. People are having regular ZOOM meetings with family (Chinn, Barzilai, and Duncan, 2020). People are texting family members regularly.
People are checking on one another with seemingly increased care and compassion. And this is a good thing (Yu, B., Steptoe, A., Chen, L.-J., Chen, Y.-H., Lin, C.-H. and Ku, P.-W.2020).
Interpersonal skills, often referred to as soft skills, are challenging to quantify since they focus on how individuals relate and interact with others (Nazeri Mohammad, Ruhizan M. Yasin &
Ana 2015). These skills include oral and written communication, teamwork, confidence, and leadership skills (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020).
2. Literature Review
The COVID-19 pandemic has led to implementation of unprecedented social distancing strategies crucial to limiting the spread of the virus. In addition to quarantine and isolation procedures for those who have been exposed to or infected with COVID-19, social distancing has been enforced amongst the general population to reduce the transmission of COVID-19.
The impact may be disproportionately amplified in those with pre-existing mental illness, who are often suffering from loneliness and social isolation prior to the enhanced distancing from others imposed by the COVID-19 pandemic public health measures. While robust social restrictions are necessary to prevent spread of COVID-19, it is of critical importance to bear in mind that social distancing should not equate to social disconnection (Jeste, Lee, and Cacioppo, 2020).
While it is difficult to find bright spots in a pandemic, we now have an opportunity to reflect on how to foster teacher wellbeing practices that encourage teachers to build and strengthen caring relationships with one another and with their students and prioritize designing and sustaining classrooms where everyone feels emotionally and physically safe and supported (Xia, and Li, 2018;Barzilai, and Chinn, 2020). Great school leaders know that they are not running a one-man show; that they cannot do it all alone. A caring leader is someone who has a genuine interest in others (Nazeri Mohammad and Arshad Jais 2020). He/she has a desire to better know the people working with him, not so he can make token enquiries from time to time because he feels he should, but because he really wants to know his people and encourage them to be the best they can be (Nazeri Mohammad and Arshad Jais 2020). A caring leader is
change in the mood of someone and will enquire after their wellbeing with open, generative questions which recognise the individual and what is happening for them in the moment. And a caring leader sees the importance of building confidence in his people. He/she coaches’ by default, not saying what I would do is… but rather enabling his people to find their own way – to be the best they can be. They know that they must surround themselves with great teachers and colleagues and, not only that, they must fully support teachers and staff by encouraging them to continually learn, develop and, perhaps most important, become leaders themselves (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020).
A good way to start is to increase your awareness of the way you tend to respond when someone cares for you. Is your automatic response to reject that care, to push it away? Is it to turn your back and to question their motives? Is it to try and be ‘brave’, suggesting that you don’t need their concern? All of these responses can be quite common in leaders, particularly as contemporary leadership stereotypes encourage ‘strength’ and self-reliance over turning to others for help. However, responses like this can also indicate a disconnection with the heart centre, placing more emphasis on the task or the situation rather than recognising the potential of the relationship and genuine caring to achieve great results (Nazeri Mohammad, Ruhizan M. Yasin & Ana 2015). Interpersonal communication is the process of exchange of information, ideas and feelings between two or more people through verbal or non-verbal methods. It often includes face-to-face exchange of information, in a form of voice, facial expressions, body language and gestures. Interpersonal skills are the behaviors and tactics a person uses to interact with others effectively (Ritchie, & Tucker-Drob, 2018). In the business world, the term refers to an employee’s ability to work well with others (Chinn, Barzilai, and Duncan, 2020).
Perhaps the most important of all qualities that a school leader can possess is the unquenchable thirst for knowledge. Interpersonal skills range from communication and listening to attitude and deportment. Typical examples of interpersonal skills include empathy, active listening, interpersonal communication, problem solving, assertiveness, and team work.
Interpersonal skills permeate all areas of life and are equally important in both personal and professional interactions. These skills are what a person utilizes to effectively communicate, interact, and collaborate with other individuals or groups in a faceto-face setting (Chinn, Barzilai, and Duncan, 2020). They are also known as people skills. Interpersonal communication isn't just about what is said, it also involves how it is said, and the non-verbal messages that are communicated through one's gestures and body language. Communication takes place at any time where two or more people are in the same area and are aware of each other's presence, no matter how unintentional or subtle the interaction is (Ritchie, & Tucker- Drob, 2018). Without speaking, an observer may still form an impression of another person by their gestures and posture. Even if no communication is intended, people give and receive messages through their non-verbal behaviors (Ritchie, & Tucker-Drob, 2018).
Reconnecting with the heart centre does not come easily to some leaders, but it can be done. We suggest the simplest way to get started is to place your hand on your chest, over your heart, when you wish to be more caring and attentive to those around you – in a meeting, for instance. Initially this may feel unnatural, or you may feel nothing at all (Jeste, Lee, and Cacioppo, 2020).
But our experience is that over time it can work. Being empathetic demonstrates to other people that you care and are willing to express compassion. Also, putting forth the effort to understand how other people feel will help you engage with other people's thoughts and ideas in a way that makes sense to both of you because you will have a deeper understanding of that person. This understanding will also help you respond appropriately to a situation and lead you to take part in more helping behaviors. To show empathy, you want to try to accurately reflect the speaker's feelings (Nazeri Mohammad, Ruhizan M. Yasin & Ana 2015). Identify any key emotions that they describe and paraphrase back to them what you heard them say (Ritchie, &
Tucker-Drob, 2018). Also, ask clarifying questions and focus all of your attention on the other person's feelings. What most educators already know is that failure can be the greatest teacher (Chinn, Barzilai, and Duncan, 2020). Just as teachers should encourage risk-taking amongst their students in order to spur growth, truly effective leaders encourage risk-taking amongst their subordinates and colleagues by creating a supportive environment that rewards not just successful ideas or initiatives but effort as well, no matter the outcome (Nazeri Mohammad and Arshad Jais 2020; Barzilai, and Chinn, 2020).
3. Research Methodology
Most research uses instruments, whether instruments formed by publishers, designed by researchers, or standard instruments. Overall, all preparation processes for collecting data are called instrumentation. Instrumentation involves selecting and designing instruments as well as procedures and conditions during which the instrument is administered. This study was in quantitative form using the questionnaire The Caring School Leadership Questionnaire (CSLQ) by C.P. van der Vyver, Philip C van der Westhuizen and L.W. Meyer (2014) which contained 3 constructs namely Psychological determinants, Workplace-/Organisational determinants and Management determinants. Respondents of the study consisted of Middle Leaders among online course participants who specialize in Institute Aminuddin Baki Genting Highlands.
4. Results
Through the correlation test between tret-tret psychological determinants, organisational/
workplace determinants and management determinants, it was found that only tret Consciousness of feelings (N), Understanding others’ point of view (E) dan Empathy (C) have a significant relationship with organisational/workplace determinants and management determinants. Consciousness of feelings have a low and negative relationship with organisational/workplace determinants and management determinants. There are established ways to maintain feelings of being connected to others despite having to maintain social distancing. By organizing our activities every single day, we can become more resistant to the onset of feelings of loneliness. Exercise has benefits for physical and psychological health (specifically for mood and cognition). There is evidence that regular engagement in mentally challenging and new activities may reduce the risk of dementia. Although we may not be able to exercise together as before, we should maintain physical activities at the individual level.
Besides, these personal physical activities can be performed at a group level by setting a
Understanding others’ point of view and Empathy have a low and positive relationship with organisational/workplace determinants and management determinants. Table 1 shows correlation test results.
Table 1: Results Of Correlation Between Psychological Determinants Constructs, Organisational/Workplace Determinants And Management Determinants Tret Psychological Determinants
organisational/workplace determinants -.210a .189a .216a management determinants -.321a .286a .224a
a p < .01, b p < .05
The pandemic is quite stressful for every individual, and the significant stress can precipitate the occurrence or recurrence of mental disorders in some people, especially vulnerable older people. Depression, anxiety, and sleep disturbance are common, especially when one is under quarantine or self-isolation. Brief outdoor activities are usually still possible and beneficial to health. One can feel much better as a result of sunlight exposure and the ability to see other people while still maintaining physical distancing.
Table 2: Coefficients Values.
Coefficientsa
Unstandardized Standardized
Model B Std.Error Beta t Sig
1 (constant)
organisational/workplace determinants
8.287 1.024
.896 .183
.349
9.250 5.604
.000 .000 2 (constant)
organisational/workplace determinants
Consciousness of feelings
12.467 .864 -1.209
1.317 .180 .287
.295 -.259
9.464 4.794 -4.205
.000 .000 .000 (constant)
organisational/workplace determinants
Consciousness of feelings Understanding others’ point of view
9.486 .753 -1.153
1.019
1.530 .178 .281 .284
.257
-.247
.214
6.198 4.220
-4.109
3.581
.000 .000 .000 .000
a. Variable: management determinants
Before the pandemic, some family members may have been distracted by work and school commitments, but now they may have more time at home and a higher degree of freedom to connect with older loved ones(Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020). In the era of social distancing, quality interactions using physical distancing of at least two meters along with the use of personal protective equipment such as masks enable contact with family members. This is vitally helpful to defend against loneliness. Along with the telephone, technology has changed the way people interact with each other. Social media platforms such as Facebook, Skype, Twitter, LINE, and Instagram enable people to stay
N E C
connected in a variety of ways. Online video chat is easier to use and sufficiently conveys nonverbal cues so that people can feel more engaged. Even without new technology available, communication through phone services is beneficial too. Conversations with a regular schedule through online or phone services with family members and loved ones can be helpful (Jeste, Lee, and Cacioppo, 2020).
In the wake of COVID-19, educators are facing unprecedented challenges, including the disruption of established instructional programs and routines, the rapid transition from inperson teaching to remote learning, the emotional toll of isolation due to social distancing efforts, and uncertainty about personal safety and health. To stay confined at home for much of every day is a psychological challenge for many people. When most outdoor activities are not available, it is not easy to maintain a regular daily schedule. However, we can encourage and support engagement with activities deemed pleasurable by the older person with benefits for physical, mental, and spiritual well-being. Regular scheduling is especially supportive for older people at risk of delirium, which is characterized by a disturbance of circadian rhythm.
Television and YouTube channels adapted for our family with proper physical and mental programs (e.g. exercise programs, mindfulness practice, and music programs) can also be very useful (Ron Blonder and Sherman Rosenfeld 2019).
5. Discussion And Conclusion
The societal impact of the COVID-19 pandemic has been broad and very challenging. No aspect of normal societal functioning has been spared. Quarantine and social distancing are necessary measures to prevent the virus from spreading but also lead to elevated levels of loneliness and social isolation, which in turn produce physical- and mental-health related repercussions(Jeste, Lee, and Cacioppo, 2020). Adopting appropriate steps to keep social and familial connections, maintain healthy activities, and manage emotions and psychiatric symptoms can help relieve the adverse consequences of loneliness and isolation. The pandemic has illuminated the pre-existing threat to well-being that older adults frequently experience with social isolation and loneliness. Perhaps we can use this moment to commit ourselves to addressing these unfortunate aspects of life for older adults in the post-pandemic period, for example, developing virtual health care, new technology, and government policy.
What a wonderful and important advice to promote the caring ability in leaders. Caring for others should always be for its own sake and come from the inside out like your dad seemed to embrace so brilliantly. In my experience, genuine care between people in work relationships – and especially when you are met by a caring leader – can literally be life transforming in the most positive sense of this concept. They need it – and the world needs it. Passion is a critical ingredient for nearly anyone who wants to be successful and happy in their job. But passion is especially important for school leaders, who typically have a great influence on their school’s climate and culture. Passionate people have a contagious energy that can greatly affect teacher satisfaction and drive as well as student performance.
Teachers teach and work in schools that are usually administered by managers, often known as principals or headmasters (Barzilai, and Chinn, 2020). School administration is itself
by the administration and leadership provided by principals, and it is widely assumed that school leadership directly influences the effectiveness of teachers and the achievement outcomes of students (Nazeri Mohammad and Arshad Jais 2020). Successful school leaders use data, including standardized and school-based assessments, to drive continuous improvement through site-based decision-making for the express purpose of promoting equitable and culturally responsive opportunities for all students (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020). The very best leaders are also visionaries. They have a goal that they can unite a team around and a plan to help them get there. Not just that, but they are able to clearly articulate their school vision and goals. Vision is perhaps one of the most important qualities a leader can have as it provides momentum and direction, not just for the team leader but for each and every team member. Of course, in order for leaders to be successful in pursuing their vision and enacting their plan, they must pair their vision with unrelenting passion. Vision and passion from an effective leader should generate inspiration, motivation and excitement that permeates throughout the school. The opportunities that data present are many and the most effective leaders are able to leverage that data to make strategic decisions to benefit their students(Xia, and Li, 2018).
Collaborative Classroom recognizes that educators need options that are flexible to support their students’ learning in a variety of circumstances and formats. Students who experience a positive school culture feel supported and accepted by peers and school staff and tend to develop a strong sense of school membership. Feelings of belonging enhance students’
selfesteem and can contribute both directly and indirectly to improvements in academic and behavioural functioning and overall mental health. Students who feel accepted are more likely to develop strong literacy skills and make a positive contribution to the school culture and are less likely to commit infractions. Promoting positive behaviour through a caring and safe learning environment and an individualized approach to behaviour issues begins with system and school leaders, who set the tone for the system and schools. To establish, maintain, and enhance a caring and safe system and school culture, school leaders need detailed, specific information about how all aspects of school life are perceived by students, school staff, parents, and community members (Nazeri Mohammad and Arshad Jais 2020). They use a variety of assessment instruments and strategies to identify strengths and areas where improvements are needed (Nazeri Mohammad, Ruhizan M. Yasin & Ana 2015).
As COVID-19 changes how we work, employers must also consider the wellbeing of their employees. To help those in need, we can all help share factual information about the crisis and raise awareness about the mental health ramifications and resources. We can also engage in active listening, which means making a conscious effort to hear out not just the words but the complete communication of the person in crisis. Pay particular attention to language patterns, as some people may not be obvious when addressing their crisis (Jeste, Lee, and Cacioppo, 2020). In addition, using words such as brave, smart and proud when speaking to someone in crisis can show empathy and lead them to feel empowered to move out of the crisis (Ron Blonder and Sherman Rosenfeld 2019). In sum, Covid-19-related social restrictions and potential health risks seem to affect emotions and worries of a large part of the population (Jeste, Lee, and Cacioppo, 2020). Therefore, it will be important to observe trajectories of mhc in the general population. The trajectories could provide indications of factors that favour emotional recovery, and which may lead to chronic stress in such a physical distancing situation
as the Covid-19 pandemic (Jeste, Lee, and Cacioppo, 2020). As fear and anxiety increase during these uncertain times, it is important to recognize and be grateful for what we have, stay connected those we love and care for, and lend a helping hand to those who need it(Nazeri Mohammad, Ruhizan M. Yasin & Ana 2015). As educators become more knowledgeable about how to provide meaningful and engaging online learning opportunities, teachers may gain a sense of autonomy and ownership of their instruction and pride in their students' performance, which can contribute to teachers' overall sense of wellbeing (Nazeri Mohammad and Siti Ilyana Mohd Yusof 2020).
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