The effect of school closure on principal leadership

School closures have been the focus of educational research in the past; however, the perceived effect of this critical event on the school leader has been marginally investigated. A principal’s leadership has been proven to be influential in determining the effectiveness of the learning environment. Succession pressure on maintaining effective school leadership is increasing. Understanding the school leader’s experience of living through a closure process will help to sustain and enrich the leadership capacity that is already in place. This study examined the perceived effects of school closure on the principal’s leadership. A qualitative, narrative analysis approach was used. Six principal narratives and two superintendent narratives formed the basis of data to examine the professional, personal, and structural aspects associated with experiencing a school closure. The school closure experiences were examined using three lenses. Jürgen Habermas’ perspectives on communication style, and system and lifeworld, helped clarify the positioning of the principal in the event, to understand the positions taken, and the dialectic approaches of the Board and school community. Carl Weick’s ideas of sensemaking supported analysis of how principal’s created a perspective for working through the school closure. Albert Bandura’s ideas on self-efficacy assisted with the analysis of the principals’ leadership change. Leadership change was identified. Principals who experienced a school closure demonstrated an enhanced (a) sense of self-efficacy, (b) role awareness and craft knowledge, and (c) conflict resolution skills. The principals were aware of the tension of allegiances to both district and school community. School leaders felt that the school closure was a critical event in their life, but they continued to be professionally motivated. Principals viewed their role in school closure primarily as a caregiver for students and staff, and a facilitator of information. Advice is offered for future school closure considerations in areas such as preparatory knowledge, support, and communicative practices. With little previous research, this study generated valuable knowledge into educational leadership and professional development for school leaders, and perspectives and practice for Boards and senior managers.