| Summary: | Mould in preschool buildings in Iceland has significantly impacted schoolwork in recent years. This situation affects the children, parents, staff, and the daily activities in preschools. It is believed that leadership qualities in times of crisis are essentially the same as in other times, but the circumstances are different and more difficult. This study aimed to shed light on how preschool leaders deal with the consequences of the crisis that occurs when mould is detected in the premises of a preschool, what effect it has on daily activities and what obstacles are present. Preschool leaders need to manage crises that arise rather than letting the crisis lead them. They need time to react and space to determine the options in the situation. Two characteristics of crises are important in our understanding of crisis and leadership in times of crisis. There are the effects of the crisis on the school’s work and the measures that need to be in place to respond to those effects. Crisis management consists of management and planning before, during and after a crisis, but leadership in times of crisis consists of having a holistic view of what was, what is and what can become. The big picture is always in view, the scenario is clear, the perception of those affected by the crisis is well analysed, and goals are set. The school’s culture is maintained, and the relationships formed there are nurtured. Previous research has shown that the main lessons of leadership in times of crisis are to receive and share information, to have clear communication with colleagues, parents, and policymakers and to keep management teams together through constant discussion and events that support the well-being of the staff. Leaders need to analyse the changes, assess the situation, and react appropriately while spotting the opportunities and innovation inherent in each position. The research aim was to shed light on which features and priorities in leadership are most useful when dealing with crisis and uncertainty. Interviews were ...
|
|---|