Call for Abstracts - Special Issue: Pivotal Leadership During a Pandemic: Impacts on Educational Administration and Educational Policy in Canada.
Special Issue focused on School Leadership in Canada during a Global Pandemic.
Title Special Issue: Pivotal Leadership During a Pandemic: Impacts on Educational Administration and Educational Policy in Canada.
Guest Editors: Patricia Briscoe, Nyasha Nyereyemhuka and Pamela Osmond-Johnson
It has been over a year since the onset of COVID-19 first closed schools across the country. This has brought about unprecedented changes and challenges for everyone and at every level of education. Our understandings of schooling, school leadership, and educational administration have been in upheaval. As Harris and Jones (2020) recently noted, “School leadership practices have changed considerably and maybe, irreversibly because of COVID19. As a result of the pandemic, school leadership has pivoted on its axis and is unlikely return to ‘normal’ anytime soon, if ever at all” (p.245). Leadership in times of crisis aims to direct, organize, and enact actions that minimize the impact of the crisis, restore public trust in the education system, and symbolizes a need for direction and guidance (Boin, et al., 2013); as well as in exercising sensemaking when navigating uncertainty (Hasinoff & Mandzuk, 2018).
This special issue is intended to provide a combination of two manuscript submission options: First is a case manuscript based on a narrative and teaching notes and the second is based on empirical research. Both manuscripts seek to better understand the impact of COVID-19 on the administration of Canadian schools and related policy implications that have stemmed from the pandemic.
Option One: A Case Manuscript
The cases are continuation from the previous two volumes of cases on work intensification for educational administrators published in 2019 (N.190, Part One) and 2020 (No. 192 Part Two). A case provides a forum to express a more personal account of leadership during a pandemic. A reminder that this option is a case format and includes a narrative (which can be based on empirical research) that tells a story and provides intentional teaching activities related to the narrative to generate conversations and critical thinking about the described case. For further details on case writing, check the last issues of CJEAP Issues and Challenges of Educational Administrators’ Workload Intensification: Part One (No. 190, 2019) and Part Two (No. 192, 2020) at:
Option Two: Empirical Research Manuscript
Empirical research is imperative to examine how we understand effective administration in the coming months and years and explore how to best support educational leaders as they maneuver within these new understandings. As such, the aim of an empirical manuscript is two-fold:
- To provide an overview of the various ways in which the pandemic and its related health restrictions have influenced the administration of K-12 schools
- To generate critical dialogue around post-pandemic educational administration and policy in Canada and what a ‘new normal’ might mean for educational researchers and educators working in these areas
In both option one and two, we are seeking to gain an understanding of some of the following issues and/or challenges. Topics may include, but are not limited to, the following:
- The impact of COVID-19 on school-based instructional leadership practice
- A re-examination of leadership frameworks: Are they still relevant?
- Workload intensification for educational administrators because of the pandemic
- Leadership burnout in a virtual space/with increased use of EdTech
- Crisis leadership and managing schools through COVID-19
- Redefining your professional identity in response to shifting student and staff needs
- Sensemaking and exercising professional discernment when decision making
- Education system governance and securing accountability with all educational stakeholders
- Leading for Equity amid COVID-19
- COVID-19 as a policy window: How to keep up and how to respond
- School reopening policies and the impact on school-based leadership
- Mental health and wellness of school administrators during the pandemic
- Barriers to mental health and wellness faced by students, staff, and self during the pandemic
- The future of principal preparation programs: What changes might be necessary to lead in a
- Teacher unions and educational advocacy as a response to COVID-19
- Navigating and fostering school community relationships and keeping up with communication
Call for Papers: CJEAP special issue editors are requesting original manuscripts in both English and French that raise important questions and promote debate and dialogue on issues pertaining to the impact of COVID-19 on educational administration and policy. Submitted manuscripts should include the following:
Option One: A Case Manuscript
Submissions must consist of two parts: the case and the teaching notes. The description of the case should be between 1500 – 2500 words, while the teaching notes should be approximately 2000 words.
Submitted Manuscripts should include the following:
- A title;
- An abstract of not more than 100 words;
- A clearly written description of the case that includes: (a) a relevant
contemporary issue; (b) a practical and realistic problem; (c) a sense of the context for the issue or problem; (d) the potential to help practicing and prospective administrators with their work; and, (e) the potential to stimulate discussion (1500 to 2500 words);
- Overall, the case narrative should develop the four elements of a good case (1) context; (2) complexity; (3) ambiguity; and (4) relevance (Fossey & Crow, 2011).
- Teaching notes (Up to 2000 words) that include (a) how the material might be used in professional preparation programs for administrators; (b) a connection between theory and practice; and, (c) teaching approaches that encourage students to generate questions and pursue new knowledge;
- Formatted using APA 7th edition.
Please note: Nothing should appear in the case study that could form a basis of a defamation lawsuit or that might gratuitously embarrass an individual or an institution. As well, if interviews or other forms of data collection involving human participants are used in the case, the study must have ethical approval from the school board/university.
Option Two: Empirical Research Manuscript
- Abstract of not more than 100 words
- Manuscript of 6000-8000 words
- Reference: Submissions must follow APA 7th Edition as per CJEAP author guidelines.
- Submit a 250-word abstract describing that that describes the proposed manuscript by June 19, 2021.
- E-mail to Patricia Briscoe at firstname.lastname@example.org and in the subject line indicate < Option One or Two of Special Issue >
- For further information or clarification, please email Patricia.
- Each abstract submission will require pre-approval but does not guarantee manuscript acceptance. You receive an initial response from the editors within two weeks.
- Full manuscripts must be submitted no later than October 16, 2021 to the CJEAP online
portal in Special Issue selection.
- Please check the submission guidelines at
Please note: All manuscript submissions will be subject to a blind, peer-review process. The Canadian Journal of Educational Administration and Policy (CJEAP) is a peer-reviewed online journal based out of the Department of Educational Administration at the University of Saskatchewan. It is the official journal of the Canadian Association for the Study of Educational Administration (CASEA) and offers both French and English publication opportunities. All work—submission, review, revision, and distribution—will be performed via electronic mail. Any case may be reproduced freely, provided that the author and Journal are credited and copies are not sold. As well, CJEAP reserves the right to reject submissions.
Boin, A., Kuipers, S., & Overdijk, W. (2013). Leadership in times of crisis: A framework for assessment. International Review of Public Administration, 18(1), 79- 91.
Harris, A., & Jones, M. (2020) COVID 19 – school leadership in disruptive times, School Leadership & Management, 40:4, 243 247, doi: 10.1080/13632434.2020.1811479 Hasinoff, S., & Mandzuk, D. (2018). Navigating uncertainty: Sensemaking for educational leaders. Leiden, The Netherlands: Brill.Read more about Call for Abstracts - Special Issue: Pivotal Leadership During a Pandemic: Impacts on Educational Administration and Educational Policy in Canada.