Exploring Educational Leadership Support during the COVID-19 Pandemic in United States and China

Abstract: A qualitative study was conducted to explore the educational leadership support as perceived by K-12 teachers and leadership effectiveness in addressing the work transition during the COVID-19 pandemic in two countries: China and the U.S. We interviewed sixteen K-12 teachers from China and the U.S. The findings showed that participants received educational leadership support in daily tasks, well-being, and training and development. Participants also indicated that their leaders helped them cope with the work transition by empowering and inspiring them. However, the leaders also faced challenges including limited resources and lack of authorization from upper-level administration. Differences in educational leadership were identified between China and the U.S. in terms of communication and trust-building, work-life/family balance, and safety. Based on our findings and discussion on the role of leadership support and national culture, we propose a framework of cultural framework of leadership for work transition. We argue that leadership support has an impact on the 4S factors of a transition. In Situation, the role of leadership support is identifying followers’ challenges. We also argue that national culture has an impact on leadership support in terms of leaders’ behaviors, awareness, and decisions to support their followers during a transition. In addition, national culture could moderate the relationship between leadership support and the 4S factors of transition, which might influence the leadership effectiveness. This study provides insights for educational leaders and HRD professionals on strategies to support teachers in a crisis such as the pandemic.