Karimi, Hengameh (2023) Discerning the relationship between educational leadership and school improvement before and during the Covid-19 crisis in London primary schools. Doctoral thesis, University of West London.

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Abstract

In this thesis, I explore the role of school leadership in driving school improvement before and during the Covid-19 pandemic. My aim is to understand how leadership models, styles, and strategies evolved in response to systemic challenges, with a particular focus on instructional, transformational, and distributed leadership. Through
a dual-timepoint approach, I compare leadership practices in stable pre-pandemic contexts with the adaptive strategies employed during the crisis. Guided by a theoretical framework built on leadership theories, I emphasize the importance of resilience, collaboration, and equity in fostering sustainable school improvement.To achieve this, I adopted an interpretivist paradigm and employed a multiple case study approach across six primary schools in London. I conducted semi-structured interviews with headteachers, school leaders, and classroom teachers, generating rich
qualitative data. The data were thematically analysed, allowing me to uncover insights into leadership practices and validate my findings through participant feedback. This
methodological design provided an in-depth exploration of leadership behaviours within diverse school contexts, offering nuanced perspectives on school improvement
processes.
My research makes significant contributions by introducing the Adaptive Leadership for Equity and Innovation (ALEI) model. This model integrates resilience, equity, and
innovation to guide leadership practices in times of uncertainty. I also propose the Holistic Approach to Student Success (HASS), a framework that emphasizes well�being, collaboration, and inclusive education to enhance student outcomes beyond academic performance. These models offer practical strategies for policymakers, school leaders, and leadership development programmes.
My findings highlight the pivotal role of teacher leadership in fostering collaboration, the shift toward distributed leadership during crises, and the limitations of
accountability-driven models under New Public Management (NPM). I argue that policy reforms, professional development for leaders, and enhanced school-family partnerships are essential to address systemic inequalities and build resilience within educational systems. This thesis contributes to theoretical, methodological, and practical advancements in educational leadership. By bridging the gap between research and practice, I demonstrate the importance of adaptive leadership, collaborative cultures, and stakeholder well-being in navigating complex educational
challenges. My research offers a roadmap for sustainable school improvement in a post-pandemic world

Item Type:	Thesis (Doctoral)
Identifier:	10.36828/thesis/13691
Subjects:	Education
Depositing User:	Marc Forster
Date Deposited:	23 May 2025 10:04
Last Modified:	23 May 2025 10:15
URI:	https://repository.uwl.ac.uk/id/eprint/13691

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