Leadership is pivotal in shaping how education professionals experience and respond to change, particularly in contexts marked by policy reforms, curriculum shifts, and global uncertainties such as post-pandemic recovery and evolving UK government policies.
Early leadership theories, including trait and behavioral models, focused on identifying the qualities and actions that distinguish effective leaders. These approaches have been critiqued for overlooking the importance of context. Recent perspectives, such as those outlined by Wang et al. (2022), emphasise that transformational leadership requires strong communication, positive team interactions, and adept management of group dynamics. According to Tsolka (2022) contingency and situational theories highlight that leadership effectiveness will be shaped by leaders’ attributes and the organisational and environmental context. This Assessment (2) paper reviews academic literature to examine how leadership influences teacher well-being, professional practices, and adaptability during periods of change, including the interplay between leadership behaviours and contextual factors.
Leadership during change is not a panacea; its effectiveness depends on contextual adaptation, systemic support, and a commitment to ethical practices. Research shows that double-loop learning prompts staff to reflect on current policy, which leads to a transformative practice and increases organisational learning. Adaptive leaders are encouraged through collaborative action and dialogue (Argyris and Schön 1978).
In addressing inequities, adaptive leaders will focus on engaging in ethical practice (Harris et al. 2019, Spillane 2006). This approach requires adaptive leadership that facilitates coaching, shared ethical and leadership practices. (Nelson and Squires 2017). To fully understand the impact of change on educators, longitudinal studies are vital, capturing the interplay between policy, crises, and teachers’ careers (Day and Gu, 2010; Fullan, 2007).