[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596980-105":3,"doc-detail-596980-en":85,"detail-sidebar-cat-0-en-105":103},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","ontario-teachers-policy-leadership-during-the-covid-19-pandemic","Ontario Teachers’ Policy Leadership During the COVID-19 Pandemic","","The article develops a conceptualization of teachers’ policy leadership by combining teacher leadership, policy leadership, street-level leadership, and policy enactment. Data come from three focus-group interviews with 31 secondary school teachers in Ontario collected from July 2020 to February 2021. Results show how the first year of the COVID-19 pandemic shaped teachers’ policy leadership through administrative support and shifting external, situated, and spatial contexts. The study also emphasizes refusal and creative reinterpretation by educators who prioritized student well-being as schooling moved from emergency remote learning toward a “business as usual” approach.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ontario-teachers-policy-leadership-during-the-covid-19-pandemic/596980/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ontario-teachers-policy-leadership-during-the-covid-19-pandemic/596980.png","ImageObject",300,407,{"name":42,"@type":43},"Danger Angel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the article’s main aim regarding teachers’ policy leadership?","Question",{"text":63,"@type":64},"It uses teacher leadership, policy leadership, street-level leadership, and policy enactment to conceptualize how teachers enact policy leadership and how this shaped their work during the COVID-19 crisis.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data collected and over what period?",{"text":68,"@type":64},"The study draws on three focus-group interviews with 31 secondary school teachers in Ontario, conducted between July 2020 and February 2021.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors influenced teachers’ policy leadership during the first year of the pandemic?",{"text":72,"@type":64},"Findings highlight the influence of administrative support and changing external, situated, and spatial contexts on teachers’ policy leadership.",{"name":74,"@type":61,"acceptedAnswer":75},"How did educators respond to the shift in schooling during the pandemic?",{"text":76,"@type":64},"The article stresses the role of refusal and creative reinterpretation by educators who prioritized student well-being as schooling transitioned from more flexible emergency remote learning to a less flexible “business as usual” approach.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},596980,1792165875,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":4,"category_id":90,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":91,"file_id":92,"file_url":93,"file_type":94,"file_size":95,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":97,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":98,"faqs":99,"seo_title":100,"seo_description":12,"update_tm":101,"read_time":102,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",8,"Ontario Teachers’ Policy Leadership During the COVID-19 Pandemic  \nBeyhan Farhadi & Sue Winton York University  \nAbstract  \nIn this article, we combine theories of teacher leadership, policy leadership, street-level leadership, and policy enactment to inform our novel conceptualization of teachers’ policy leadership. We draw on data collected through a series of 3 focus group interviews with 31 secondary school teachers in Ontario between July 2020 and February 2021 to show how the dynamism of the first year of the COVID-19 pandemic impacted this aspect of their work. Specifically, our findings show the influence of administrative support and the shifting external, situated, and spatial contexts on teachers’ policy leadership. The findings also highlight the role of refusal and creative reinterpretation of educators who prioritized student well-being during the pandemic as schooling transitioned from more flexible emergency remote learning to a less flexible “business as usual” approach.  \nKeywords: policy leadership, teacher leadership, policy enactment  \nOntario Teachers’ Policy Leadership During the COVID-19 Pandemic  \nHow and when do teachers enact leadership? Dominant conceptions of teacher and policy leadership often serve the interests of neoliberal educational reforms and fail to recognize that teachers regularly exercise discretion as they translate formal policies into practice. The significance of this work – what we view as a kind of policy leadership–was highlighted during the first year of the COVID-19 pandemic as teachers navigated a dynamic policy environment. In this article, we show how they exercised policy leadership during the crisis. In so doing, we highlight the role of refusal and creative reinterpretation of educators who prioritized student well-being during the pandemic that saw schooling transition from amore flexible emergency remote learning approach to a less flexible “business as usual” one.  \nWe begin by reviewing the extant literature on teacher and policy leadership and theories of street-level leadership (Vinzant & Crothers, 1996) and policy enactment (Ball et al., 2012) that inform our novel conceptualization of teachers’ policy leadership. Next, we present the context of Ontario teachers’ policy leadership prior to and during the COVID-19 pandemic before detailing our methodology. In our presentation and discussion of the study’s findings, we weave illustrative examples of contextual influences on teachers’ policy leadership into a chronological account of the unfolding crisis. Our findings illustrate the significance of administrative support and the external, situational, and, importantly, spatial contexts of teachers’ policy leadership during the first year of the COVID-19 pandemic.  \nTeacher and Policy Leadership  \nResearch focused on individual teachers as leaders began cohering in the 1980s. This scholarship was rooted in whole-school reform and work-redesign initiatives that focused on teacher empowerment, professionalism, and educators’ role in expanding institutional capacity (Smylie, 1995; York-Barr & Duke, 2004). While studies initially began with a narrow view of teacher leadership as complementary to but not constitutive of the core of teachers’ work, it has since developed to include leadership within and  \nbeyond the classroom (Beachum & Dentith, 2004; D. Nguyen et al., 2020; Katzenmayer & Moller, 2001). Further, research on teacher leadership intersects with disjointed bodies of research on instructional leadership (Neumerski, 2013), accountability-related initiatives, and the impact of subject matter (Wenner & Campbell, 2017).  \nThe definition and interpretation of teacher leadership has changed throughout the decades, depending on the context under which it is applied, including the emphasis of reform at the time (Little, 2003). However, research that names the neoliberal policy context of teacher leadership in the late 1980sand 1990s, which has focused on institutional a","cbCaijrNmLb1xG6E","https://ap.wps.com/l/cbCaijrNmLb1xG6E","pdf",348328,14,"English","# Abstract\n# Teachers’ Policy Leadership in Ontario During COVID-19\n## How and when teachers enact leadership\n## Literature review and theoretical framing\n# Teacher and Policy Leadership\n## Teacher leadership research foundations and evolution\n## Neoliberal policy contexts and leadership assumptions\n## Common hallmarks of teacher leadership\n# Policy-related teacher leadership assumptions","[{\"question\":\"What is the article’s main aim regarding teachers’ policy leadership?\",\"answer\":\"It uses teacher leadership, policy leadership, street-level leadership, and policy enactment to conceptualize how teachers enact policy leadership and how this shaped their work during the COVID-19 crisis.\"},{\"question\":\"How was the data collected and over what period?\",\"answer\":\"The study draws on three focus-group interviews with 31 secondary school teachers in Ontario, conducted between July 2020 and February 2021.\"},{\"question\":\"Which factors influenced teachers’ policy leadership during the first year of the pandemic?\",\"answer\":\"Findings highlight the influence of administrative support and changing external, situated, and spatial contexts on teachers’ policy leadership.\"},{\"question\":\"How did educators respond to the shift in schooling during the pandemic?\",\"answer\":\"The article stresses the role of refusal and creative reinterpretation by educators who prioritized student well-being as schooling transitioned from more flexible emergency remote learning to a less flexible “business as usual” approach.\"}]","Ontario Teachers’ Policy Leadership During the COVID-19 Pandemic | PDF",1792084130,35,{"code":4,"msg":86,"data":104},[105,109,113,117,122,126,131,134,139,142,146],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Exam",70,"exam",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},"Technology",50,"technology",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},7,"Healthcare",40,"healthcare",{"id":90,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":132,"slug":133},30,"research-report",{"id":135,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":137,"slug":138},9,"Religion & Spirituality",20,"religion-spirituality",{"id":137,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":137,"slug":141},"World Cup","world-cup",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":143,"slug":145},10,"Lifestyle","lifestyle",{"id":147,"doc_module":4,"doc_module_name":25,"category_name":148,"show_sort_weight":118,"slug":149},19,"General","general"]