Leadership in times of crisis

Mold in preschool premises

Abstract

Mould in preschool buildings in Iceland has significantly impacted schoolwork in recent years. This situation affects the children, parents, staff, and the daily activities in preschools. It is believed that leadership qualities in times of crisis are essentially the same as in other times, but the circumstances are different and more difficult. This study aimed to shed light on how preschool leaders deal with the consequences of the crisis that occurs when mould is detected in the premises of a preschool, what effect it has on daily activities and what obstacles are present. Preschool leaders need to manage crises that arise rather than letting the crisis lead them. They need time to react and space to determine the options in the situation. Two characteristics of crises are important in our understanding of crisis and leadership in times of crisis. There are the effects of the crisis on the school’s work and the measures that need to be in place to respond to those effects. Crisis management consists of management and planning before, during and after a crisis, but leadership in times of crisis consists of having a holistic view of what was, what is and what can become. The big picture is always in view, the scenario is clear, the perception of those affected by the crisis is well analysed, and goals are set. The school’s culture is maintained, and the relationships formed there are nurtured. Previous research has shown that the main lessons of leadership in times of crisis are to receive and share information, to have clear communication with colleagues, parents, and policymakers and to keep management teams together through constant discussion and events that support the well-being of the staff. Leaders need to analyse the changes, assess the situation, and react appropriately while spotting the opportunities and innovation inherent in each position.

The research aim was to shed light on which features and priorities in leadership are most useful when dealing with crisis and uncertainty. Interviews were conducted with eight preschool directors who had struggled with the consequences of mould in the preschool’s premises, which affected its activities. The interviews were analysed according to Johnson’s (2018) four-step model of decision-making and strategy in times of crisis that can be useful for leaders. The steps consist of realising the perception of those involved and the impact of the crisis on them, defining the project, choosing a response, and setting goals and a vision for the future. A crisis is, as the name suggests, certain chaos that is difficult to put in a certain framework, but it is important to make a response plan and formulate a vision for the future.

The results showed that the preschool leaders who participated in the study dealt with the consequences of mould in the preschool premises with the benefit of the whole in mind and carried out many tasks that partly did not fall under their job description or their role as preschool leaders. They believed it was important to see opportunities in the crisis, set goals, and have a vision for the future. The preschool leaders reported where they got support and help from and where they did not get help. According to the leaders, this was a stressful period for the staff, parents, and the children staying in the preschools. The value of the research lies in the increased knowledge of management and leadership in times of crisis to best deal with the changes that come with times of crisis. It is clear from the results of this study that mould in the preschools’ premises had triggered a crisis in the preschool work and a situation that called for a short and long-term response. The preschool leaders felt that they could not guarantee the safety of children or staff but did everything in their power to minimise the impact of the crisis period. The resilience of leaders, staff, children, and parents was evident in the narratives of those who participated in the study. Many said that much of what they did during the crisis period was far outside their job description, but they chose to think about the good of the whole, children, parents, and colleagues, instead of thinking about their own good or what they were entitled to. Therefore, they have based their work on caring for others in times of crisis. It was clear that the leaders sought support from their immediate superiors, but no less from their colleagues, and resilience was built up within the employee groups, where they helped to solve the problems that arose in times of uncertainty.