Unforeseen challenges caused by the COVID-19 pandemic have taken a significant toll on people across the world. This essay deals with a holistic, multisectoral effort that one US higher education institution took to collaborate with national, state, and local entities in order to serve their State’s constituents during the pandemic. The goal of this essay is to describe this endeavor as a model that can serve other sectors, agencies and institutions worldwide.

The purpose of this study was to 1) examine the relationship between instructional program coherence (IPC) and teacher intent to leave; and 2) investigate teacher psychological need satisfaction as a mediator in this relationship. HLM was used to test the hypotheses. As predicted, school differences in teacher intent to leave their school were related to teacher perceptions of IPC. Teacher autonomy and relatedness mediated the relationship between IPC and teacher intent to leave, while teacher competence satisfaction did not. Results suggest that the way school leaders organize the instructional environment has implications for teacher well-being and retention.

National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers worldwide. Much research on student disengagement examines the problem through an indirect framework in which deficiencies in positive social conditions or psychological states are tested as predictors of disengagement.

In this conceptual paper, we advance Transformative Leadership Conversation as a form of dialogue that relies on shared meaning-making to activate the motivational energy within people to transform social structures that impede aspirational realities. Transformative Leadership Conversation leverages the most commonly available resource for leaders—conversation—to approach transformation as a process that begins within individuals and moves outward to the relational context where actions and interactions define social structures. There are two interdependent parts to the paper: a conceptual definition and a theory of action. The conceptual definition describes TLC and situates its components in the social and psychological processes that drive transformation. The theory of action advances a simple framework for how leaders might engage TLC across different contexts and situations.

Over the years, research examining student psychological ill-being has sought to explain this phenomenon based on the influences of conditions that students bring into the school environment. This study uses a different lens by directly examining how school relational conditions might be associated with psychological ill-being in students.