Assessing the Leadership Behaviors of Selected Academic Managers during the Pandemic: Implications for Enhancing Leadership Practices
DOI:
https://doi.org/10.5281/zenodo.19783246Keywords:
crisis leadership, academic leaders, leadership behaviors, COVID-19 pandemicAbstract
The pandemic has forced educational institutions to transition to remote online learning, challenging academic leaders to face an unprecedented crisis while ensuring the continuity of quality education. This study explores the perceived leadership behaviors of academic managers at Centro Escolar University (CEU) during the COVID-19 pandemic and draws implications for enhancing leadership practices in times of crisis. Drawing on House’s path-goal theory, this research examines how different leadership behaviors—directive, participative, supportive, and achievement-oriented—are exhibited by CEU academic managers in response to the health crisis’ demands. The study’s findings indicate that while all four leadership behaviors were evident among the leaders, participative leadership was the most commonly practiced. This style involves democratic leadership such as consulting with subordinates, encouraging their input in decision-making processes, and fostering a collaborative environment. The challenges faced by these academic leaders, including balancing compassion with performance expectations, maintaining visibility and communication with top management, and managing stress and work-life balance, are highlighted as critical factors impacting their effectiveness during the crisis. The results suggest that successful academic leadership in times of crisis requires adaptability and a keen understanding of the situational demands. Leaders should be flexible in their approach, shifting their leadership styles as needed to meet the evolving needs of their teams and institutions. The study concludes by recommending that educational leaders be trained to recognize and adjust their leadership behaviors according to the specific challenges and opportunities presented by crises, thereby enhancing their ability to lead effectively and maintain educational standards even in the most challenging circumstances.
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