The pressures and influences experienced by school leaders as school policymakers, during the first responses to COVID-19 pandemic, made their task of interpreting, translating and implementing school guidance both difficult and stressful. During COVID-19 pandemic, school leaders faced challenges to prioritise and balance ever-changing government policy advice with the limitations of school buildings, the welfare of students and staff, and the needs of communities, a task made complicated by the methods of communication used by government. By surveying and interviewing headteachers, senior leaders and governors, this article identifies the reactions and responses of school leaders who construct and enact policy in the context of COVID-19 pandemic. The article addresses the nature of, and factors affecting, pressures school leaders feel in authoring and implementing policy. These pressures are non-trivial and increase tension in already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of national lockdown and remote learning. Findings suggest quality, quantity and frequency of top-down communication contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities supported leaders during rapid change. We recommend that government and the Department of Education strengthen and streamline stressful communication systems while building cooperative communities, mitigating against the challenges identified by school leaders during the COVID-19 pandemic.

中文翻译：

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在 COVID-19 大流行期间对学校领导者进行政策制定的压力和影响

作为学校决策者的学校领导在应对 COVID-19 大流行期间所经历的压力和影响，使他们在解释、翻译和实施学校指导方面的任务既困难又紧张。在 COVID-19 大流行期间，学校领导面临着优先考虑和平衡不断变化的政府政策建议与学校建筑的限制、学生和教职员工的福利以及社区的需求的挑战，而使用的通信方法使这项任务变得复杂由政府。通过调查和采访校长、高级领导和州长，本文确定了在 COVID-19 大流行背景下制定和制定政策的学校领导的反应和反应。这篇文章讨论了影响的性质和因素，学校领导在制定和实施政策时感受到的压力。这些压力是不小的，并增加了已经高度紧张的工作的紧张感。该报告利用了 2020 年 6 月上旬全国封锁和远程学习期间从英格兰各地中小学领导的随机分层样本中收集的数据。调查结果表明，自上而下沟通的质量、数量和频率导致学校领导压力，而学校领导和跨学校社区之间的横向沟通和协作在快速变化期间支持领导。我们建议政府和教育部在建立合作社区的同时加强和简化压力大的沟通系统，