The institutional spaces of education and health were transformed as a result of COVID-19. The shift to emergency remote education can occur in many contexts, more than once, and with differing degrees of severity. During these periods of disruption, educators are affected and are met with professional challenges. These challenges include maintaining curriculum flexibility in response to rapidly change teaching modalities while maintaining effective delivery of educational programing. Whether in a traditional setting or online classroom, evidence from classical leadership theory can ease this transition allowing the educator to keep the learner engaged, especially in virtual learning environments.
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