Perceived Efficacy of Virtual Leadership in the Crisis of the COVID-19 Pandemic

As a crisis response to the COVID-19 pandemic, many companies quickly established virtual leadership systems and enabled employees to continue their work from home. This cross-sectional research addresses virtual leadership efficacy assessed by the leaders and by their employees. The findings suggest that leaders evaluate themselves significantly better than their employees, and their leadership efficacy mainly depends on their previous experience of working from home and ability to use communication technologies. This research contributes to the understanding of the factors that have the biggest influence on the belief in leadership efficacy in the context of a rapidly evolving system of remote work.

Leadership of place in virtual environments

Place and space concepts help to illuminate how the place an organization inhabits and related beliefs have a significant impact on leadership processes. While places often have a physical presence, a sense of place is socially constructed by those who interact in it. This article offers analysis of how virtual environments can be seen as socially constructed places and how that conceptualization impacts leadership, both in the environment acting as a leadership substitute and how people engage in virtual leadership. This conceptual analysis occurs by integrating existing literature on space, place, technology affordances, and virtual leadership, as well as analyzing current virtual work environments and virtual leaders. We illustrate how virtual places can offer affordances for leadership sensemaking of political leaders, virtual place-making by social media influencers, algorithmic leadership, and shared leadership in the gig economy. We close the article by discussing how current leaders can consider the affordances of virtual environments and needed future needed research.

Equity Leadership for English Learners During COVID-19: Early Lessons

This article provides the findings of an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). We also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research.

Building and Maintaining Trust in Virtual Teams

The COVID-19 pandemic has led to widespread adoption of virtual teams (VTs), the prevalence of which had already been increasing steadily. However, studies show that VTs often fail to meet their potential, highlighting the centrality of trust to their success. While trust is important at the team member level and the focus of much of the extant research, it also underpins effective virtual leadership. Following a review of VT and trust literatures, research conducted within three global technology companies across Europe, Middle East, and Africa is used to provide insights into trust development in virtual leader-member dyads. These highlight leaders' behaviours that can both demonstrate their own trustworthiness to VT members and their trust of VT members. These behaviours are integrated into a framework for enabling high trust VT leadership which emphasises member-centricity.