A former regional Victorian principal explores how school leaders navigated two major crises, revealing the imperfect, human work of sustaining wellbeing, trust, and leadership under pressure.
Schools are far more than institutions where students acquire academic knowledge in subjects like mathematics, science, or history. They are the heartbeat of communities, safe spaces where children develop socially and emotionally, where families find connection and support, and where teachers inspire curiosity and growth.
At the centre of these environments are principals: leaders, problem-solvers, visionaries, and, in times of crisis, essential stabilising figures who safeguard not only learning but also the wellbeing of their communities. When a crisis strikes, such as a natural disaster or a pandemic, principals’ roles amplify dramatically. But how do they adapt? How do their leadership styles evolve to meet the needs of both staff and students in such turbulent conditions?
The recent study Imperfect Principals – Leading through Crisis offers a deeply human, context-sensitive exploration of these questions. Conducted in rural and regional Victoria, Australia, it focuses on principals’ professional practices and the occupational wellbeing of staff, drawing on the lived experiences of leaders who guided their schools through significant crises, including the COVID-19 pandemic and the 2022 Victorian floods.
These events tested the resilience of educational systems and exposed the fragility of existing supports, creating conditions where uncertainty and adversity became daily realities. Reflective and empathetic in its approach, the research captures the nuanced realities of leadership under pressure, showing how principals navigate shifting priorities, emotional demands, and operational challenges.
At its core, the study is grounded in authenticity. Participants were not treated merely as sources of data; they were engaged as collaborators in meaning-making. As a former principal with firsthand experience of crisis leadership, I view knowledge as something co-created through dialogue and social interaction. Principals voices, stories, and insights were valued as essential to understanding leadership in contexts where no universal playbook exists.
The research recognises multiple realities, each shaped by personal and social perspectives. This lens affirms that truth is context-bound and inseparable from those who live it, a crucial standpoint when exploring leadership in diverse school settings.
The research is profoundly relational. Principals are portrayed not only in their professional capacities but also as individuals whose moral purpose, values, and personal histories inform their decision-making.
Their accounts reveal an unwavering commitment to inclusivity, equity, and the creation of safe, supportive environments for students and their staff, even amid chaos. Leadership in crisis, the study shows, is not simply about operational management; it is about sustaining hope, trust, and connection within school communities. These leaders embody both strategic competence and emotional attentiveness.
A recurring emotional thread in the findings is the tension between resilience and vulnerability. Principals demonstrate adaptability, agility, and innovative problem-solving, yet they acknowledge the strain of competing demands and limited resources.
The study avoids romanticising their role, instead highlighting the complexity and emotional toll inherent in crisis leadership. Transparent communication, empathy, and prioritising wellbeing emerge as practices that mitigate anxiety and strengthen staff cohesion. Leaders are depicted as both strong and human, capable of making difficult strategic decisions while fostering compassion and trust.
Empathy runs throughout the findings. Staff are consistently recognised as the most important resource in any school, with their wellbeing positioned as central to effective leadership and positive student outcomes.
The study underscores the relational trust between principals and their communities, showing that leadership extends beyond school gates to address broader community needs, such as food security, housing instability, and mental health support. This holistic approach reflects the belief that schools are integral parts of the social fabric, and that nurturing this fabric is essential during crises.
The research is solution-oriented, aiming to influence policy and strengthen systemic supports for principals. Motivated by concern that departmental systems have not evolved sufficiently despite repeated crises, it documents the enduring effects of crisis on leadership styles and professional practices.
The study advocates for professional development, evidence-based guidelines, extended support and increased awareness of best practices for leading through uncertainty. It emphasises that principals’ wellbeing is inseparable from that of their staff and students.
Imperfect Principals – Leading through Crisis presents a compelling vision for the future of school leadership. It shows how crises can catalyse positive shifts toward greater empathy, adaptability, and relational trust.
Crises reveal that leadership is inherently imperfect, complex, and deeply human. Perfection is neither attainable nor necessary; what matters is the capacity to connect, care, adapt, and lead with integrity in the messy reality of crisis. The study argues that by reimagining practice architectures to enable rather than constrain leadership, schools can better fulfil their moral purpose, retain talented leaders, and remain resilient in the face of ongoing challenges.
The implications for policy are clear. The study calls for systemic changes that empower principals as pedagogical leaders supported by strong peer and community networks, sustained by cultures that value their wellbeing and professional agency.
It recommends moving beyond individualistic models of leadership development toward approaches that address the enabling and constraining conditions within each school’s context. Professional learning should focus on adaptability, crisis management, relational care, and reflective engagement with the sayings, doings, and relatings of leadership practice. Policy frameworks should be flexible enough to allow local adaptation, recognising that a one-size-fits-all approach will not meet the needs of diverse communities.
Practically, principals and leadership teams should be supported to develop adaptability through ongoing training in crisis management, community engagement, and innovation. Principals need autonomy to lead their communities in times of crisis. Mentorship and peer networks can provide invaluable spaces for debriefing, sharing strategies, and fostering resilience. Embedding wellbeing as a systemic priority, for leaders as well as staff and students, is essential to sustaining healthy, effective school cultures.
In the face of ongoing disruptions, principals must be supported as imperfect yet reflective professionals, equipped with the skills, networks and systemic backing to sustain their communities. Crises test leadership but also reveal its transformative potential.
This study shows that adaptability, empathy and trust are core competencies of effective leadership. Embedding these qualities in policy and practice helps safeguard the wellbeing of leaders, staff and students, ensuring schools remain the heart of their communities, even in the most challenging times.
About the author: Melissa Gould is a deputy principal and former school principal, recognised for her commitment to relational, values-driven leadership. Having led school communities through significant crises, she brings a deep understanding of the emotional and operational realities of educational leadership. Her doctoral research focuses on crisis leadership, staff wellbeing, and the systemic conditions that enable principals to thrive.
