Abstract
Purpose. The purpose of this phenomenological qualitative study was to explore the lived experiences of secondary school principals in responding to sudden school crises, with a focus on the role of self-efficacy in their leadership during such events. Through an in-depth exploration of principals' lived experiences, the findings inform best practices and support for enhancing the self-efficacy of secondary school principals during times of crisis.
Theoretical Framework. Bandura's (1977) theory of self-efficacy was the theoretical framework utilized in this study. This theory, central to understanding human motivation and behavior, offers valuable insights into how individuals perceive their capabilities and how these perceptions influence their actions and persistence in the face of challenges.
Methodology. A qualitative phenomenological approach was used as the research design of this study. This inductive, interpretive approach provided rich insights into how study participants perceived their self-efficacy during their crisis leadership. Data analysis followed Moustakas' (1994) approach, including bracketing, horizontalization, and the development of textural and structural descriptions, culminating in a composite description representing the essence of participants' experiences.
Findings. The findings of this study offer insights into the critical role of self-efficacy in crisis leadership for secondary school principals. The study findings consisted of five major themes: (a) the pivotal role of trusting relationships in crisis leadership, (b) the synergy of crisis leadership and teamwork, (c) emotional resilience and decision-making in crisis leadership, (d) communication as the cornerstone of crisis leadership, and (e) the dynamic nature of self-efficacy.
Recommendations. The study findings have far-reaching implications for educational practice, scholarship, and policy, indicating a need to reevaluate crisis preparedness and leadership among principals. Administrative programs must incorporate curricula that focus on crisis leadership. Crisis communication efforts must be centralized at the district level to allow the principal to address the crisis at hand. Principals must build trusting relationships, develop diverse teams, and increase their emotional resilience to prepare for sudden school crisis events. Lastly, all stakeholders, at every level, need to advocate for legislation that prioritizes school safety and provides funding for resources to ensure each school is crisis ready.