Primary Head Teachers’ Construction and Re-negotiation of Care in COVID-19 Lockdown in Scotland

Peter Ferguson, Megan McKenzie, Daniela Mercieca (Lead / Corresponding author), Duncan P. Mercieca, Lesley Sutherland

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review


    This article looks at three primary Head Teachers’ experience of working in COVID-19 lockdown in Scotland. The theoretical framework of this paper builds on Nel Noddings’ ethics of care, with a particular focus on reciprocity, empathy, communication, and community. The three Head Teachers were interviewed during the pandemic lockdown. These interviews are part of a larger study that interviewed teachers and Head Teachers during COVID-19 lockdown in Scotland, asking how this lockdown challenged and influenced their identity as educators. The focus on care is important as during lockdown in Scotland the focus of home learning was on pupils and families’ well-being and care, rather than on performative acts of learning. This paper argues that the pandemic provided an alternative space for the Head Teachers to re-negotiate their caring role and identity in their understanding of being an educational leader.
    Original languageEnglish
    Title of host publicationEducation Leadership and the COVID-19 Crisis
    EditorsMichelle Diane Young, Monica Byrne-Jimenez, Margaret Grogan
    Place of PublicationSwitzerland
    PublisherFrontiers Media S.A.
    Number of pages13
    ISBN (Electronic)9782889743339
    Publication statusPublished - Feb 2022

    Publication series

    ISSN (Electronic)1664-8714


    • COVID-19 lockdown
    • Head Teachers
    • Scotland
    • ethics of care
    • Nel Noddings
    • reciprocity
    • empathy
    • communication


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