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The study highlights shifts in administrative and instructional leadership, reporting that many participants viewed their work quality as improved or unchanged due to fewer distractions, interruptions, and reduced wasted time. Interview and survey responses address adaptation, flexibility, mental health and wellness, accountability, workload intensification, and expectations after the pandemic.",{"@graph":14,"@context":73},[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 & 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Canada: Exploring Best Practices, Experiences, and the New Normal Post-Pandemic  \nTheresa (Therri) A. Papp1 & Michael Cottrell2  \n1Saskatchewan Polytechnic & 2 University of Saskatchewan  \nAbstract  \nThis mixed methods research design focuses on post-secondary institutions in Saskatchewan, Canada, its employees’ experiences of working remotely, and the impact of the global COVID-19 pandemic on school leadership. Presented are the perceived challenges as well as the benefits of the new workplace since the COVID-19 crisis. Administrative and instructional leadership had changed dramatically. Most identified their quality of work as better or the same because of having fewer distractions, interruptions, and less wasted time at the workplace. The participants’ interviews and survey responses describe the necessary adaptation, flexibility, mental health and wellness, accountability, workload intensification, and future expectations of the workplace and leadership once the pandemic is over.  \nKeywords: COVID-19 pandemic, post-secondary institutions, working remotely, leadership  \nOn Wednesday, March 11, 2020, the World Health Organization’s (WHO) Director-General presented a media briefing and characterized the COVID-19 virus as a global pandemic (WHO, 2020). I had just travelled to attend a conference at the University of British Columbia when the news broke. The conference was immediately cancelled, and flight changes were quickly arranged to return to Saskatchewan. The following day the Government of Canada reported 138 confirmed COVID-19 cases with one presumptive case confirmed in Saskatchewan. At that time, the Government of Canada had noted the overall health risk to Canadians remained low. As of today’s writing, Canada has reported 3.27 million COVID-19 cases and Saskatchewan nearly 126,000 (Health-Infobase, 2022). Within days, public health authorities and government officials were putting into place health considerations and the post-secondary institutions in Saskatchewan were evaluating alternative program delivery methods in efforts to reduce person-to-person contact. Senior leadership team members from all the post-secondary institutions and regional colleges met with Saskatchewan’s Chief Medical Health Officer along with representatives from the Ministry of Advanced Education. Under the leadership of the Ministry of Advanced Education, the University of Saskatchewan, University of Regina, Saskatchewan Polytechnic, and representation from the Association of Saskatchewan Regional Colleges all agreed to move in unison.  \nThe primary principle guiding the decision-making during this crisis was safety concerns for the learners, faculty, and staff. Communication from the administrative leadership for both institutions was crucial at this time and was direct, organized, and delivered effectively and efficiently from either the President or representative and the Campus Safety and Security Department. Faculty and staff were made aware of updated policies and procedures via emails and the institutions’ websites that provided direction and guidance. These changes were put into place rapidly. In these unprecedented times, the administrative leadership teams worked tirelessly around the clock as faculty and staff were kept apprised  \nof the unfolding pandemic situation affecting all workers and emails were received in the early hours of the morning to as late as 10 pm. This cascade of information at one institution included email templates for faculty and staff to use to pass along vital information accurately and in a consistent manner to all the learners and other staff members. Regular remote town hall meetings were held with all levels of faculty and staff at one institution to address questions, issues, and concerns and then the feedback was passed along to senior administrators for future decision-making. The remote town hall m","cbCaifSFe2hMxG4B","https://ap.wps.com/l/cbCaifSFe2hMxG4B","pdf",332404,13,"English","# Abstract\n# Remote Work Experiences and Leadership Impacts\n# Decision-Making Principles and Communication Practices\n# Chronological Events in Saskatchewan After the Pandemic Announcement","[{\"question\":\"What is the focus of the research design in Saskatchewan post-secondary institutions?\",\"answer\":\"The study focuses on employees’ experiences working remotely and the impact of the COVID-19 pandemic on post-secondary school leadership in Saskatchewan, Canada.\"},{\"question\":\"What changes occurred in administrative and instructional leadership during the pandemic?\",\"answer\":\"Administrative and instructional leadership changed dramatically, with participants describing new workplace practices tied to remote work and crisis governance.\"},{\"question\":\"What factors influenced participants’ perceptions of work quality while working remotely?\",\"answer\":\"Many participants reported their quality of work as better or the same, citing fewer distractions and interruptions and less wasted time at the workplace.\"}]","Post-Secondary Educational Leadership Working Remotely During a COVID-19 Pandemic in Saskatchewan, Canada - Exploring Best Practices, Experiences, and the New Normal Post-Pandemic | PDF",1792084129,33]