Abstract
Purpose. The purpose of this qualitative phenomenological study was to use critical race theory (CRT) as the lens to explore educational administrators' decision-making experiences as they manage crisis, such as the coronavirus disease 2019 (COVID-19) pandemic.Theoretical Framework. CRT is grounded in legal scholar Derrick Bell's mid-1970s exploration of the relationship between race, racism, and power. CRT in education accounts for the role of race in education and social justice engagement based on race, gender, social class, sexual orientation, and immigration status.Methodology. The phenomenological design was used to explore educational administrators' decision-making experiences as they manage crisis, such as the COVID- 19 pandemic. The researcher used criterion-based sampling and interviewed 12 educational administrators in a large California school district. Patton's (2002) phenomenological analysis steps were followed.Findings and Conclusions. Transcripts were analyzed to reveal five themes based on significant statements made during the 12 interviews conducted. The heart of the decision-making experience was described. The results of the study support the key themes as areas of practice of the educational administrators' decision-making experiences as they manage crisis. The key themes include communication within the organization and to the public; impact on instruction and school facilitation; systems to support the implementation of decisions; leading through change and uncertainty; and the role of equity in decisions.Recommendations. Future research should be conducted to focus on site administrators, more participants, comparing different districts and their decisions during school shutdowns due to COVID-19 pandemic. Future research should also be conducted with a focus in how the decisions made during school closures impacted the academic success of students as measured by available state testing benchmarks. Further research should be conducted to focus on specific policies, such as the hold no harm policy, to determine the impact on student engagement measured by attendance records. Finally, further research should be conducted to determine the impact of equity or cultural relevancy of professional development on decision-making. The findings and interpretation of this phenomenological study add to the heart of the lived experiences shared by the 12 educational administrators.