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A Qualitative Case Study Analyzing Leadership Characteristics Emerged

during COVID-19: Implications for Management and Governance

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SCMS Journal of Indian Management, April-June 2023 5

A Qualitative Case Study Analyzing

Leadership Characteristics Emerged
During COVID-19: Implications for
Management and Governance
Suresh C. Joshi1, 2, 3, 4*, Chih-Wei Wang2, Amanda Sainz2, 3, and Mary V. Alfred2
1
Department of Digital Learning, SGT University, Budhera, Gurugram-Badli Road, Gurugram 122505, Haryana, India.
2
Texas Center for the Advancement of Literacy and Learning, Texas A&M University, USA
3
Department of Educational Psychology, Texas A&M University, College Station, TX, USA
4
Centre for Continuing Education, University of Petroleum and Energy Studies, Knowledge Acres,
Kandoli, Dehradun, India 248007

*Corresponding author
Email address: [email protected]

This study aimed to analyze the leadership characteristics that emerged within an Adult Education and Literacy
A
b workforce development organization during the early phases of the COVID-19 pandemic. A qualitative case study
s was conducted using document analysis to understand the links between management and governance within the
t organization. The data were collected from virtual meetings held between March and May 2020. Six leadership styles
r emerged within the organization as they displayed specific characteristics from each leadership model while serving
a students, teachers, and staff amidst COVID-19. The leadership characteristics that emerged during this time reflect
c urban and rural communities. These characteristics were necessary for human resource functions to successfully
t
transition from face-to-face to remote instruction and overcome pandemic-related challenges. The present study is of
practical significance for Adult Education Literacy practitioners to prepare for future crises. The findings from this
study reflect on the role leaders can play in fulfilling the needs of all stakeholders during a pandemic.

Keywords: Adult education and literacy, Leadership characteristics, Qualitative case study, COVID-19 pandemic

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SCMS Journal of Indian Management, April-June 2023 6

1. Introduction (Haffajee & Mello, 2020), state governments were “notably

absent at all levels” in their response to COVID-19 (Kolker,
Texas's Adult Education and Literacy (AEL) programs 2020, p. 6). This lack of uniform response caused the U.S. to
provide various services to help adults acquire basic literacy become the epicenter of COVID-19 (Haffajee & Mello,
skills (Texas Workforce Commission, 2022). These services 2020). Harris (2020), from the University of Bath in
include English language, mathematics, reading, writing, England, recommended that distributed leadership
workforce, and digital literacy courses. Texas AEL strategies based on “capacity building rather than control”
programs serve a diverse student population in rural and and “the mobilization of others to lead through collective
urban communities. The COVID-19 shutdown heavily engagement and action” could mitigate the impacts of
impacted AEL services because they rely on community COVID-19.
centers, public schools, and libraries to host their classes.
This shutdown also forced AEL programs to transition from Leadership plays a crucial role in overcoming challenges
face-to-face courses to remote instruction (Housel, 2022; during the pandemic (Pinisetti, 2023; Santoso et al., 2022;
Boeren et al., 2020), requiring strong leadership to Oleksa-Marewska & Tokar, 2022; Dumulescu & Mutiu,
overcome these challenges. This transition revealed the 2021); however, adapting flexibility may help leaders at all
need to investigate how AEL leadership facilitated the levels. Throughout COVID-19, “a new leadership order
change to remote services. Thus, this study examined the [emerged] which has no leadership standards, no preparation
leadership characteristics that emerged within AEL during or development programs, no inspection framework, no
the COVID-19 pandemic. KPIs [Key Performance Indicators], [and] no benchmarks”
(Harris & Jones, 2020, p. 246). Institutions and their leaders
1.1 COVID-19 Prevalence and Impact needed to respond swiftly and function differently during
COVID-19 was first reported in December 2019 (Tan et al., this pandemic. For example, as per Harris and Jones (2020),
2020; Zhu et al., 2020), and it affected all segments of schools required more commitment than ever from
everyday life, including businesses, the economy, access to leadership during COVID-19 to create new pathways
education, means of communication, social relationships, through this disruption. School leaders had to navigate the
and overall psychological health and well-being (Centers individual and collective tensions, accountability and
for Disease Control and Prevention, 2022; Education Week, autonomy, well-being and workload, and equity and
2020; Williams & Kayaoglu, 2020). According to the excellence of their faculty, staff, and students (Netolicky,
Centers for Disease Control and Prevention, COVID-19 is 2020). Furthermore, a study that explored public leadership
transmitted through human-to-human interaction, and during COVID-19 found that moral obligation and public
adults with pre-existing conditions are most vulnerable. The administration were positively correlated (Yang & Ren,
COVID-19 outbreak was declared a Global Pandemic on 2020). These studies indicated a strong need for leaders to
March 11, 2020, due to its rapid and widespread prevalence develop a plan of action "by building trust, managing fear,
(Ghebreyesus, 2020). COVID-19 cases drastically and encouraging a sense of duty and community orientation"
increased and reached 440,000, with approximately 20,000 (Diermeier, 2020, p. 1); only then will leadership be
deaths worldwide by March 24, 2020 (Ainslie et al., 2020). successful in navigating through a crisis. These studies also
COVID-19 quickly grew into a pandemic and forced indicated a strong need to conduct an in-depth analysis of
humans to isolate themselves. leadership characteristics, which might have played a key
role in overcoming the challenges during COVID-19.
1.2 The Leadership During COVID-19
1.3 AEL Leadership Needs during COVID-19
In the past, supervisory support, frequent communication,
active listening, perspective-taking, and assuring the well- The Texas Workforce Development agency is responsible
being of others were effective strategies for minimizing the for several divisions, including childcare, adult education,
impact of pandemics and business lockdowns (Alshurideh vocational rehabilitation, unemployment benefits, and tax
et al., 2022; Eisenberger et al., 2002; Wooten & James, programs (Texas Workforce Commission, 2021). The
2008). The actions of national, statewide, and local Division of Adult Education (DAE) receives federal funding
leadership can permanently shift economic, social, and from the U.S. Department of Education through the Office of
health foundations in and outside communities (Dirani Career, Technical, and Adult Education to support eligible
et al., 2020). Due to limited federal oversight within the U.S. programs. These funds are also allocated towards a statewide

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SCMS Journal of Indian Management, April-June 2023 7

professional development resource center to provide formal including Ohio State University's leadership research,
training to all qualified programs. The adult education Michigan State's leadership research, and Blake and
division works alongside the professional development Mouton's management style matrix (Harrison, 2017; Goffee
resource center (PDRC) to ensure that all programs receive & Jones, 2015; White & Prywes, 2007). These studies
the training necessary to support their students. Texas identified several leadership behaviors (styles). However,
utilizes the Educating Adults Management System they focused on the following themes: consideration and
(TEAMS) to document and track pertinent information initiating structure (Ohio State University leadership
regarding AEL services. According to this database, the research) (Harrison, 2017), job-oriented and employee-
Texas DAE supported 35 programs and 65 service providers oriented styles (Michigan State leadership research) (Goffee
in 2019-2020. This database also revealed that Texas AEL & Jones, 2015), consideration, and job orientation (Blake
programs serve approximately 90,000 adult students each and Mouton's management style matrix) (White & Prywes,
year. To comply with COVID-19 social distancing 2007).
mandates (Centers for Disease Control and Prevention,
2020) without forgoing services, AEL programs Warrick's work (1981) described four basic leadership
transitioned to remote instruction. The transition to remote models based on human characteristics, implicit leadership
instruction was made possible with guidance and fiscal philosophies, and management skills. These models were as
support from AEL leadership (Texas Workforce follows: Human Relations Style, Democratic Style, Laissez-
Commission, 2022). It was necessary to understand the Faire Style, and Autocratic Style. The Human Relations
measures taken by the leadership during those times of Style placed a low emphasis on performance and a high
crisis; therefore, further investigation was needed so that it focus on people, based on the assumption that “all people are
could provide insights to current and future researchers. honest, trustworthy, self-motivated and want to be involved”
(p. 158). The Democratic Style placed high emphasis on
It was clear from the literature that the COVID-19 pandemic performance and people based on the assumption that “most
was challenging for leadership at every level, especially for people are honest, trustworthy, and will work hard to
adult education and literacy program directors (AEL) accomplish meaningful goals and challenging work” (p.
(Ainslie et al., 2020). It was also clear that the DAE 158). The Laissez-Faire Style placed low emphasis on
encouraged all programs in Texas to continue serving performance and people as it assumed that “people are
students amidst the pandemic. Thus, they joined forces with unpredictable and uncontrollable and that a leader's job is to
the PDRC to facilitate the statewide transition to remote do enough to get by” (p. 158). The Autocratic Style
services. Moreover, the DAE needed ongoing communication emphasized performance and a low emphasis on people
with all stakeholders to provide clear guidelines and gather because it assumed that people were lazy, irresponsible, and
feedback (Fernandez & Shaw, 2020). Therefore, there was a untrustworthy. The autocratic style also states that planning,
need to understand how AEL leadership facilitated this organizing, controlling, and decision-making should occur
transition. We developed the following research questions to without employee involvement” (p. 158). These leadership
identify: styles were associated with typical human characteristics,
further linked to implicit leadership philosophies (Warrick,
RQ1: What leadership characteristics emerged in adult 1981).
education during the COVID-19 Pandemic?
Based on the existing leadership models mentioned above,
RQ2: How did adult education leaders support their new leadership styles were developed to fulfill the ever-
programs during the COVID-19 Pandemic? changing situational needs of organizations in the post-
2. Theoretical Framework industrial world of management. These styles included
Servant Leadership, Transactional Leadership, Transformational
Leadership styles emerged from the chronological Leadership, Participative Leadership, Charismatic
development of three leadership theories: Trait Theories, Leadership, Authentic Leadership, and Coaching
Behavioral (Style) Theories, and Situational (Contingency) Leadership. Servant leadership consists of behavioral and
Theories. According to Warrick (1981), trait theory was human characteristics and is based on the idea that a person
dismissed in the mid-1960s due to the lack of evidence. can be both a servant and a leader (Greenleaf, 2002).
Behavioral Leadership Theories, also known as Leadership Servant-type leaders help employees get the job done
Styles Theories, were established through various studies, through collaboration and emphasize employee satisfaction.

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SCMS Journal of Indian Management, April-June 2023 8

According to Demirtas & Karaca (2020), leadership should their followers, creating a highly effective workplace,
be developed and criticized through behavior analysis. In especially during crises and chaos.
this way, servant leaders are responsive and people-
oriented. Authentic Leadership emerged towards the end of the
twentieth century and was based on ethics and honesty
McGregor Burns (1978) developed Transactional and (Demirtas & Karaca, 2020). Bill George formally defined
Transformational Leadership styles as political theories. authentic leadership for the first time in 2003. He described
Transactional leadership was based on the phenomena of that “authentic leaders exhibit a passion for their goals,
task-reward exchange in which those in charge “garner implement their values consistently, and lead their followers
obedience and effectiveness by explaining task requirements with their brains as well as their hearts” (p. 202). Authentic
and [rewarding employees], thereby establishing a Leadership has grown tremendously since its inception as it
transactional relationship with their followers” (p. 102). was regarded as a timely solution for the rapidly changing
Transformational leadership is based on a reciprocal technology-driven world. There were four dimensions of
relationship between the leader and the followers. The authentic leadership, which were as follows: self-awareness,
“leader makes life meaningful for their employees by transparency in relationships, internalized moral
providing empathy and an atmosphere of loyalty which understanding, and balanced evaluation of knowledge in the
keeps the excitement and enthusiasm emotions alive” (p. decision (Muhammet, 2019). According to Muhammet
85). These leadership styles were based on opposite (2019), authentic leaders inculcate positivity in the
concepts. However, they complement each other with the workplace by administering positive psychological and
notion that influential leaders use the transformational style ethical practices to create self-awareness and a transparent
extensively (Demirtas & Karaca, 2020). work environment. With these four dimensions, authentic
leadership is considered one of the most prominent
Participative leadership, known as democratic leadership in leadership styles for the 21st century (Demirtas & Karaca,
previous studies (Warrick, 1981), was based on self- 2020).
determinant theory and was considered a “highly
advantageous approach in leadership practices” (Demirtas Coaching leadership is considered a new area of research;
& Karaca, 2020, p. 127). In participative leadership, however, it was introduced in late 1960 by Paul Hersey and
followers participate in the decision-making process, which Kenneth Blanchard (1969). In the 1990s, businesses utilized
helps them fulfill their psychological needs. Such coaching leadership to help managers develop leadership
fulfillment increases employee satisfaction, thereby skills (Berman & Bradt, 2006). In the twenty-first century,
improving the outcomes. Wright et al. (1994) described how coaching leadership challenged leaders to go beyond their
participative leadership aligned with human resources comfort zones and become familiarized with the outcomes
management practices, focusing on the effective use of of this coaching process (Demirtas & Karaca, 2020). Such
human capital. According to human capital theory, human claims were made for two reasons; first, coaching leadership
resources (HR) plays “a significant role in a genotypical helps people identify and boost their strengths; second,
classification of organizations” (McKelvey, 1983, as cited in coaching leadership allows people to develop their
Demitras & Karaca, 2020, p. 127). Therefore, HR should organizational skills using individual and team strengths
maintain heterogeneity to stand out from others. (Demirtas & Karaca, 2020). Coaching leadership is
Nevertheless, the leader acknowledges employees' considered one of the most advantageous leadership styles
contributions, making everyone feel engaged and motivated. because leaders recognize their team members' strengths
and motivate them to set more innovative goals.
Charismatic leadership emerged in the nineteenth century
and evolved into a social and political leadership style; it The explanation of leadership theories was incomplete
was examined within social and political activities until without including “the situation of the followers and the
1980. After 1980, charismatic leadership was studied using organization” (Demirtas & Karaca, 2020, p. 13), forming the
integrated approaches from sociology, history, political basis for the Situational Leadership Theories. Numerous
science, psychology, and management. Charismatic leaders situational leadership models were developed; however, the
set high goals and expect their followers to perform by noted ones were Fiedler's Contingency Theory of
convincing them that they can achieve them (Demirtas & Leadership (Schermerhorn et al., 2007), House's Path-Goal
Karaca, 2020, p. 168). With communication and persuasion Theory (Hirt, 2016), The Vroom and Jago Leadership Model
as the key traits, charismatic leaders significantly impact (Vroom & Yetton, 1973), and Leader-Member Exchange

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SCMS Journal of Indian Management, April-June 2023 9

Theory (Dansereau et al., 1975). The Situational Leadership In response to statewide program closures, the DAE
Theories combined leadership characteristics and styles established a weekly meeting schedule with AEL program
with situational varieties. These theories have argued that coordinators and service providers to answer questions and
leaders direct, coach, support, and delegate based on the offer support. These meetings were hosted and recorded via
environment and situation (Blanchard et al., 1985), thereby Zoom or Teams from March 16-May 21, 2020, and
helping describe leader effectiveness based on typical published on the PDRC's website for reference. A total of 11
problems and conditions (Demirtas & Karaca, 2020). Thus, meetings were conducted, and they each lasted
the leadership theories discussed in this section guide the approximately 1-1.5 hours. We transcribed these meetings
analysis for this study. for further analysis because they contain direct and
unscripted communication between DAE leadership and
Previous literature indicated that the leadership models that grant-funded providers. These transcripts serve as the
best fit the organizational structure and needs of the Texas premise for our study.
Division of Adult Education are Servant Leadership,
Transactional Leadership, Transformational Leadership, The weekly meeting transcripts were analyzed via thematic
Participative Leadership, Charismatic Leadership, analysis (Bowen, 2009) using ATLAS.ti 8.0., a qualitative
Authentic Leadership, and Coaching Leadership because data analysis software. The researchers discussed and
they represent leaders of bounded entities. Further, these verified identified themes, and reliability and validity were
styles best fit the organizational structure and needs of the ensured via member checking (Merriam, 2002).
Texas Division of Adult Education because they aim to Researchers discussed coding disagreements until a mutual
fulfill the situational needs of the industrial world. However, decision was made.
according to Blanchard et al. (1985), these styles must be
assessed situationally. Thus, these models will be utilized in 3.1 Data Source
the context of COVID-19 to identify how the DAE The PDRC website was the primary data source for this
successfully led the statewide transition to remote services. study because the data was published on a COVID-19
Previous studies indicated that qualitative research design landing page. The DAE published new AEL policies and
was used for analyzing leadership characteristics (Demirtas guidance for grant recipients to follow while programs were
& Karaca, 2020; Warrick, 1981). Thus, a case study design closed. They also issued a health and safety memorandum to
was deployed to examine changes over a period of time. AEL grantees on March 16, 2020, containing COVID-19
Leadership characteristics were also analyzed to understand health and safety acknowledgments and contact information
how these changes unfolded. In addition, thematic analysis for respective grant management teams. Lastly, the DAE
was used to test the reliability and validity of the qualitative published and regularly updated an FAQ document that
data in those studies. Combining everything together, this included detailed explanations of frequently asked questions
study utilized a qualitative case study design followed by a about AEL services during COVID-19. These documents
thematic analysis of the data that aligned with the theoretical were collected from the PDRC website for further analysis
framework of the study. to identify the actions made by leadership.

3. Methodology 4. Findings

A qualitative case study design was chosen for this study This study yielded findings on the leadership characteristics
because this investigation evaluates the leadership displayed by the Texas Division of Adult Education (DAE)
characteristics displayed by the Texas Division of Adult during the early stages of COVID-19 (March to May 2020).
Education (DAE). The DAE is a uniquely bounded system The DAE took immediate action by creating an online
that coordinates grant-funded adult education and literacy repository for their students and staff to access information
programs. The COVID-19 pandemic directly affected AEL about COVID-19 updates. The DAE also lifted grant
programs and their students, setting the context for this restrictions to accommodate remote learning needs. There
study. We aimed to assess the DAE's response to AEL were several challenges that DAE leadership faced during
service providers during this time of crisis. Thus, a case this time, such as the inability to host in-person professional
study was designed to explore how DAE leadership development sessions, enroll new students, and facilitate in-
responded to their grant recipients from March to May person classroom instruction. Although the researchers
2020. hoped to discover leadership characteristics displayed by

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more than one entity within the DAE, the data only reflected tumultuous time. Alex further expressed his concerns about
actions taken by the state director. program staff and students, so he assured them of his support
by stating [0319], "I know you're dealing with lots of
Evidence from the data revealed that the most prevalent questions about part-time staff, your students, distance
leadership characteristics (code counts 17 - 26) that learning, remote learning, and we are doing our best to get
emerged during the weekly meetings were servant, information to you." Alex reiterated the multitude of ways to
participative, coaching, and authentic, as defined by reach DAE in the next meeting by stating, [0323]: "Find a
Warrick (1981). Transformational and autocratic leadership way to get the information over to me, through your program
styles were also observed occasionally (code counts 7 - 8). support specialist, any of the email addresses you've ever
Other leadership characteristics, such as coaching and seen. And we will reach out and help you get up to speed to
transactional, were observed in the data. However, they will some extent.” These remarks reminded AEL programs
not be reported in this study because they were infrequently across the state that the DAE was available and ready to help
identified (code counts less than 5). them.
Alex (pseudonym), the DAE State Director, and the level 1 Program administrators also had concerns about remote
leader were the main speakers in the AEL weekly meetings testing, and to ease their anxiety, Alex immediately advised
during the COVID-19 pandemic. The leadership them [0319], "Don't get too obsessive worrying about post-
characteristics presented in this study revolve around Alex's testing and things like that." He intended to redirect program
responses to AEL needs. Pseudonyms were also given to administrators' attention to issues that they could address,
other leaders that were mentioned during these meetings such as supporting students with the unemployment process
(Table 1). The leadership characteristics were drawn from and ensuring that their basic needs are met. Alex later
the behaviors demonstrated by Alex, the state director, addressed the importance of employee well-being amidst
during this time of crisis. The forthcoming sections describe this intensive transition by stating that [0402] "we don't need
the following leadership styles that emerged during the anybody to burn out. We need to keep our mental health too."
weekly meetings: servant, democratic, situational, and Alex's main priority was the health and well-being of
appreciative. The time frame for weekly meetings is program administrators, students, and staff. As the data
presented in [MMDD] format. shows, Alex supported AEL programs and the DAE team by
being responsive and demonstrating people-oriented
characteristics (Demirtas & Karaca, 2020).
Table 1. Pseudonym List 4.2 Participative Characteristics
Pseudonym Position in the leadership of DAE and PDRC
Alex displayed participative leadership characteristics
Alex Level 2
(Warrick, 1981; Demirtas & Karaca, 2020) by considering
Linda Level 3
the perspectives of his team members and AEL program staff
Alice Level 4
when making statewide decisions. Alex motivated programs
Maggie Level 4
and recognized their persistence in the first meeting by
Bill Level 5
stating [0319]: "We trust you, and we want you to keep these
Jane Level 5
services going." Statements like "we trust you" empower
Sandra Local AEL program
program administrators to take initiative and manage their
sites in the way they see fit. Alex guided AEL programs in
4.1 Servant Characteristics developing remote processes the following week by saying
While demonstrating the people-oriented and responsive [0323]:
characteristics of servant leadership (Demirtas & Karaca, It might be a good period right now to talk to your instructors
2020), Alex showed his support to the DAE team and AEL and come up with a process that everybody feels comfortable
grantees at the first meeting by saying [0319], "I want to with. And our group of experts here have offered their time
largely chalk that up to my team, the PDRC, and you guys for subject matter learning and subject matter expertise.
out there for helping us so much with feedback. We want to
be as responsive as possible to help you." In this statement, Although Alex identified a group of remote learning subject
Alex gives credit to his staff, program coordinators, and matter experts to help facilitate this transition, he still
directors for maintaining constant communication amidst a assured administrators that they are equipped to facilitate the

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SCMS Journal of Indian Management, April-June 2023 11

transition. With Alex's direction, the PDRC took the lead in I want to do a phone call on rural area access to allow each of
creating a pandemic response website on March 12, 2020, you out there to peer network and share best practices. I'm
and updated it regularly. Collaborative efforts between the going to put another call together for leads of our consortia
DAE and the PDRC led to a multitude of web resources for because they're operating a system within a system.
all AEL stakeholders. These efforts were acknowledged at
Programs across the state were encouraged to network and
the first meeting in April when he said [0402], “The PDRC
discuss their experiences with connecting virtually in rural
has done an amazing job. [Level 4 and 5 leaders], and others
areas and leading large consortiums amidst school closures.
behind the scenes on the webpage, Jane, and Sandra on
Alex utilized the individual and collective strengths of his
assessments. The web page is fabulous.” Team efforts made
team to facilitate the transition to remote services. Alex
by the DAE and PDRC were further acknowledged by Alex
addressed that consistency and communication are key
on several other occasions throughout that month, revealing
when attempting to maintain a sense of normalcy.
his admiration for his team.
Alex continued implementing coaching leadership
When it came time for the DAE to develop clear guidelines strategies by tracking ongoing financial and economic shifts
for facilitating remote programs, Alex sought feedback within the Texas workforce to provide guidance related to
from AEL providers in early April when he said [0402]: these changes. Alex also provided insights on how economic
“You guys are the ones that have to do this stuff [rules and changes will impact students' needs and the labor market
guidelines] with students in your communities.” The DAE after the pandemic when stating that [0430]:
also distributed a feedback survey to the field, and Alex
praised programs for their participation by acknowledging I'm part of a workgroup that's looking at what the new
their efforts a few weeks later [0423]: “The survey for economy will look like in terms of the labor market. When
COVID-19 got 100% responses in 72 hours, and I want to you have 2 million people unemployed and filing claims,
thank you for that.” As reflected in the data, Alex you've really changed your labor market dramatically. So,
demonstrated leadership by motivating his team, we're looking at where it's going by looking at job postings,
recognizing their persistence, and keeping AEL staff and and that will define new in-demand occupations.
students in mind when making decisions. This statement reminded programs that Alex is tracking
4.3 Coaching Characteristics pertinent changes related to the economy and the workforce
so that he can lead programs in the right direction. In this
To serve adult learners in need during the COVID-19 section, the data reflects Alex's coaching leadership
pandemic, Alex implemented coaching leadership characteristics when supporting AEL programs in their
strategies (Demirtas & Karaca, 2020; Hersey & Blanchard, transition to remote learning.
1969) at various times by providing guidance, delegating
4.4 Authentic Characteristics
powers, and extending overall support to programs. At the
first meeting, Alex elucidated the importance of continuing As an authentic leader (Demirtas & Karaca, 2020;
to serve students and reminded programs to [0319]: Muhammet, 2019), Alex implemented transparent and
positive practices to inspire his team during the early phases
Keep the ball rolling because you want to try to keep as of COVID-19. To express his appreciation, Alex illuminated
much normalcy as possible for students. They've got enough the strengths of the PDRC and DAE at every weekly
chaos going on in their lives with kids being home, getting meeting. At the first meeting in March, Alex says, [0319]
laid off, trying to go to the grocery store to buy toilet paper, “It's because you guys are so responsive and ask good
or whatever. questions. So, I'm really grateful, and it makes me proud to
In this statement, Alex reiterated the stresses of the work with you guys”. In this statement, Alex reminds his
pandemic and that a sense of normalcy could help mitigate team that he is proud to work with them, emphasizing the
some of the effects. In early April, Alex noticed and need for collaboration. Alex acknowledged his team and
acknowledged the various challenges faced by rural and their hard work again in the next meeting when he said:
urban communities. In response, he developed a peer [0319] This website is awesome, and I want to thank Maggie
network program and invited all staff members to share their [Level 4 leader] and the team [PDRC] there, Bill the
best practices. Alex said [0409]: webmaster, who was working over the weekend on some of
this stuff. And it's really helpful for getting information out.

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He further recognized the effort and promptness of PDRC Y'all [You all] have been fantastic out there in terms of your
staff in updating and distributing information via the responsiveness and what you've been sending in terms of
website and the FAQ document: feedback on your local status. I'm reporting all of those
things up to our leadership, the commissioners, and our
[0416] Thanks to PDRC for the amazing support in keeping executive director, and we are looking like rock stars, thanks
this FAQ updated for us, and Linda for all the work on my to you guys.
team to put it together in terms of content and many other
folks really contributing. In addition, Alex empowered grant recipients by admiring
their creativity and building their confidence when he
[0423] Sandy [pseudonym for DAE program support mentioned:
specialist] on my team, thank you. Sandy confirmed that the
loaning of laptops and equipment, and supplies is in the FAQ [0323] You guys are just full of creativity. I love it!
already. Alex appreciated the role of AEL programs in the decision-
[0430] Thank you so much, Alice [Level 4 DAE leader]. You making process again in April when he stated [0409], “We
guys are doing a great job over there keeping the trains update our leadership almost daily, and your feedback on
running on the finances for us. those surveys has been instrumental in helping us make
some decisions.” Alex later stated the DAE's goal for serving
By consistently using phrases like “they deserve kudos” and local programs [0409], “Our goal is to send the guidance out
“I appreciate the work of my staff” on several occasions, and then let you digest it with your teams.” In alignment with
Alex displayed his awareness of his staff's effectiveness and organizational objectives, Alex directed grantees to promote
his gratitude for their efforts. Alex acknowledged AEL their services in the following ways [0416]:
teachers and staff again for Teacher Appreciation Week
when he stated: We need to prompt our students in our classes to remind their
friends that they're open and that they could join the class.
[0507] I want to give a big shout-out to our teachers. We've And if you're a director, make sure that your agency can do
really had to devolve a lot of responsibility down to what it can to promote your program.
instructors because they're now the single point of contact
The quotations provided above display Alex's transformational
for our students in many instances. So many thanks to all
leadership characteristics (Mañas-Rodríguez et al., 2020;
you folks.
Burns, 1978) as he established a clear line of communication
As reflected above, Alex displayed authenticity, positivity, and helped local programs with setting goals.
and transparency towards his team consistently over 11
4.6 Autocratic Leadership
weeks. He maintained a positive attitude and supported his
team throughout a challenging time. In some instances, Alex took rapid and decisive actions when
leading AEL programs during the COVID-19 pandemic.
4.5 Transformational Leadership Alex had to make assertive decisions without input from
To support local programs with goal setting and others, which led him to impose authoritative action. These
transforming their teaching environments, Alex provided decisions helped AEL programs overcome challenges in
clear instructions. He also formed a reciprocal relationship serving students. For example, on March 19, 2020, Alex
with the AEL staff by encouraging creativity and building asserted that “Distance Education and remote learning,
confidence. While supporting AEL programs, Alex advised those are going to be the main way that we are going to be
them on goal setting and serving students when he said able to stay connected with our students, and I don't think I
[0319], "Think more about how you can put your energy have to tell you that.” Furthermore, Alex instructed all
t owa r d s r e a c h i n g s t u d e n t s , h e l p i n g t h e m w i t h programs to accept new students seeking services [0319]:
unemployment insurance information and helping them If you have new students coming in, bring them in, and we'll
with distance education." He continued by acknowledging take care of the eligibility testing later. Anybody who wants
the reciprocal relationship between his staff by saying to come in for a free education service, I think we can't say no
[0319]: to that… Like I said, I'll fight.

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SCMS Journal of Indian Management, April-June 2023 13

Linda [Level 3 leader] commented on Alex's decision about 5. Discussion and Conclusion
accepting new students [0319]:
This study analyzed the leadership characteristics that
If Alex wants to go this route, we'll have to put out some emerged within DAE during the COVID-19 pandemic. The
guidance on that because you'll basically not be able to enter following leadership characteristics emerged: servant,
any of these individuals into the system. So, we'll have to participative, coaching, authentic, transformational, and
discuss that and then give you guys some guidance on what autocratic. The data from this qualitative study revealed that
that's going to look like. leaders who utilize multiple leadership characteristics yield
greater effectiveness from their employees, especially
Although Alex decided to accept new students during the during times of crisis. The forthcoming sections will
COVID-19 pandemic without discussing it with his team describe how these leadership styles helped establish more
first, Linda and others with the DAE supported him. opportunities for AEL stakeholders.
Alex further outlined what the priorities should be for AEL Our findings outlined Alex's demonstration of servant
programs as time went on. He stated [0415], “I want leadership characteristics (Fernandez & Shaw, 2020;
everybody to have your philosophy be, let's serve the Demirtas & Karaca, 2020) in the early phases of the COVID-
students first and worry about performance later. I don't 19 pandemic. Considering the changes that come with
want people worried about compliance and performance at transitioning from face-to-face to remote services, Alex
the expense of serving students.” Alex reinforced this provided guidance and flexibility to help AEL programs
notion at the next meeting by saying [0423]: complete their daily tasks and serve students. Responsiveness
and people-oriented leadership characteristics (Engelbert &
We go on the record in an AEL letter to say the priority is on Wallgren, 2016; Groot, 2015) were observed in every
focusing on serving students and not performance meeting that Alex hosted with grantees. Alex emphasized
accountability concerns at this time because we are AEL staff collaboration and satisfaction by addressing
transitioning into a new field of service delivery during a feedback collection, employee concerns, and providing
national and worldwide emergency… Focus on service information updates. These findings resonate with the
delivery. outcomes from a study conducted by Fernandez and Shaw
(2020), which discussed academic leadership in a time of
In the quotations referenced above, Alex consistently
crisis. The findings of our study indicated that servant
reiterated his position on serving students and emphasized
leadership characteristics emerged within DAE during
to programs that students' needs take precedence when it
COVID-19, which was necessary for human resource
comes to offering AEL services.
functions within the organization to overcome pandemic-
Before COVID-19, pre-testing services were required upon related challenges. Our study also supported the Servant
program entry. However, AEL testing services were Leadership Model proposed by Bragger et al. (2021), which
drastically impacted by program closures, and online warranted the need to investigate servant leadership
proctored assessments were not available. Alex's new characteristics within organizations during a time of crisis.
proposal for accepting students regardless of the pre-test Participative leadership characteristics (Demirtas & Karaca,
requirement dramatically changed the student enrollment 2020) were reflected in Alex's statements as he promoted
process for all programs. Therefore, he reassured grant teamwork and acknowledged the contributions of others.
recipients that it would be challenging but worth doing Alex also shared success stories from local programs to
when he said: [0423]: “We're not going to flip the switch and motivate AEL staff during the weekly meetings. Involving
go into a remote testing world overnight. But we do say all all stakeholders in decision-making through dialogue is one
grantees must develop remote testing options once they of the three practice elements of participative leadership
become available.” As shown in the data, Alex displayed (Raelin, 2012). Alex engaged AEL staff by distributing
autocratic leadership characteristics (Demirtas & Karaca, surveys to gather feedback regarding program needs through
2020; Amanchukwu et al., 2015) while still providing deliberation. These efforts helped increase survey
guidance, reassurance, and support to all members of the participation and streamline the transition to remote services
AEL staff. Alex took rapid action when necessary to in Texas. The findings from our study resonate with a
overcome the challenges of the COVID-19 pandemic. previous study (Raelin, 2012) that investigated the principles

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SCMS Journal of Indian Management, April-June 2023 14

of participative leadership for organizational change. Raelin through the transition to remote learning. These leadership
(2012) stated that “dialogue and deliberation represent the characteristics included developing a clear line of
communication modes that are most representative of communication with AEL stakeholders and maintaining a
democratic leadership because they accepted critical reciprocal relationship with DAE. Our findings aligned with
reflection as the means to involve the responsible parties in the outcomes of a previous study, stating that “transformational
decision making without privileging particular stakeholders leaders articulate an ideological vision and lay emphasis on
because of their status or authority (p. 17).” Altogether, Alex the meaning of tasks, but also grant followers responsibility
involved all AEL stakeholders and provided clear guidelines and support” (Steinmann et al., 2018, p. 7). Maintaining a
amidst the COVID-19 pandemic with democratic reciprocal relationship with employees through knowledge
leadership strategies. sharing supported the claim made by Liu and Li (2018),
which stated that “transformational leadership facilitates
Alex emulated coaching leadership characteristics knowledge sharing among employees by enhancing
(Demirtas & Karaca, 2020; Wright, 2017) by providing followers' perceived team goal commitment and perceived
AEL staff with clear guidance and suggestions for the team identification” (p. 8). The transformational leadership
future. With Alex's direction, AEL programs independently characteristics that Alex exhibited empowered grant
developed their procedures for providing services during recipients during this challenging time. In addition, his
the COVID-19 pandemic. Alex also demonstrated coaching guidance on goal setting helped AEL programs stay aligned
leadership characteristics when he delegated need-based with their organizational objectives. These findings resonate
tasks to grantees and supported them in providing remote with the claim that by “enhancing the importance and
services. These findings align with a study that investigated attainability of the goals they [employee] disseminate, TLs
e m e rg i n g s i t u a t i o n a l l e a d e r s h i p a m o n g s c h o o l [transformational leaders] are thus able to facilitate their
administrators during the COVID-19 pandemic (Francisco followers' organizational goal striving” (Steinmann et al.,
& Nuqui, 2020). By implementing situational leadership 2018, p. 7).
characteristics, which Francisco and Nuqui (2020) called
New Normal leadership, Alex supported AEL programs As reflected in the data, Alex demonstrated autocratic
through unpredictable circumstances. leadership characteristics (Demirtas & Karaca, 2020;
Amanchukwu et al., 2015) when he took rapid and decisive
As reflected in the data, Alex inspired AEL staff through his action by guiding AEL programs. Although remote testing
appreciation for their efforts and commitment to serving was unavailable from March to May 2020, Alex insisted that
adult learners. Alex also implemented strategies for AEL programs continue accepting new students. Alex's
inclusion and positive inquiry to lead the transition to autocratic decision to continue accepting new students
remote services. As a result, programs promptly updated helped increase the enrolments, which county
their websites and finances during this transition. commissioners, DAE, and AEL programs thoroughly
Implementation strategies for authentic leadership supported. Alex provided clear guidelines that defined roles
characteristics that emerged in this study were in alignment for all AEL programs, and this helped AEL programs
with similar strategies reported in previous studies prioritize the needs of students and staff in this time of crisis.
conducted by Whitney et al. (2010) and Lewis (2006). Alex These findings supported the claim made in a previous study,
emulated personal authenticity and integrity when he which stated that the autocratic leadership style helps
highlighted the skills of AEL teachers and staff. These improve organizational performance (Wagbara &
findings support how transparency can help overcome Ukaigwep, 2019).
challenges during a time of crisis, especially “when we
experience the combined power of every relevant resource, DA E d i r e c t o r d e m o n s t r a t e d va r i o u s l e a d e r s h i p
even the tiniest seed of hope, available to us across the entire characteristics and multiple ways of leading AEL programs
strengths spectrum” (Cooperrider & Fry, 2020, p. 270). Alex working through the transition during COVID-19. These
created a positive and inclusive environment for all staff findings are representative of both urban and rural
members by acknowledging positive changes in the communities, as Texas AEL programs serve a diverse
workplace during COVID-19. student population of various ages, cultural backgrounds,
and ethnicities. Human resource development practitioners
On various occasions, Alex displayed key elements of should consider these findings when preparing future crisis
transformational leadership (Demirtas & Karaca, 2020; management plans and protocols to instill organizational
Mañas-Rodríguez et al., 2020) to guide AEL programs goal attainability and overall employee support measures.

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SCMS Journal of Indian Management, April-June 2023 15

5.1 Limitations about various leadership characteristics that emerged during

the COVID-19 pandemic. In sum, leaders and practitioners
The first limitation of this study was related to the data. The
of management and governance may consider the outcomes
data collected in this study was limited to the weekly
of this study when guiding entities through challenging
meeting video transcripts. We did not conduct interviews
local, global, and national events.
with the DAE director, other members from the DAE, or
other programs. Multiple data sources would provide Funding
greater insight into the leadership structure within Texas
adult education and literacy programs. The second This study received no funding.
limitation is that the leadership characteristic analysis is Declaration of Conflicting Interests
based solely on the DAE director; other levels' of leaders
were not included. It is recommended that future The author(s) report no conflict of interest.
researchers use more objective measures to conduct
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