Influences of a Leader in Higher Education Institutions (HEIs) in Leading School in Times of Crisis: Basis for an Input to Educational Policy

The study aims to explore the influences of a leader in Higher Education Institutions (HEIs) in leading schools in times of crisis as a basis for an input to educational policy.

Descriptive quantitative research design is utilized to quantify and measure the influences of a leader in Higher Education Institutions (HEIs) in leading the school in times of crisis as a basis for an input to educational policy. Likewise, purposive sampling is employed as it aligns with the best process of quantitative approach in the design of research. The study comprised Sixty (60) respondents only.

Results show that techniques in leadership helps to improve innovation in leadership for challenging and competency determination during crisis in the school and intertwines the school leadership style and perspective to increase the speed of technological development process to prevent issues on crisis, show that the role of leadership skills reflects own experiences and engagement in the learning process and develops activities in school that requires special knowledge and professional involvement in treating people during the time of crisis in the school process, show that skills and experiences in leadership identifies the trend skills and experiences in leadership context in the educational system and process and plays an important role to be considered in the movement of the skills and experiences in leadership school setting, and show that function in leadership examines the outcome of leadership function implementation and integrates meaningful leadership to the fullest and focuses attention on leadership function interest and process in the development and strength of policies and practices in the educational system.

Findings show that there is a significant relationship on the influences of a leader in Higher Education Institutions (HEIs) in leading the school in times of crisis as basis for an input to educational policy in terms of techniques in leadership, role of leadership, skills and experiences in leadership, and function of leadership as observed by the respondents.