This study examines the challenges and strategies of deputy principals in Türkiye as they manage student discipline in the post-pandemic period.
A qualitative phenomenological design is applied, based on semi-structured interviews with 15 deputy principals. Data were analyzed through content analysis to capture their lived experiences and approaches to discipline.
This study identifies four key challenges: escalating misbehavior, conflicts with teachers and parents, limitations of the disciplinary system itself and emotional burden. It also outlines four main strategies, including preventive approaches, responsiveness to student needs, balanced use of regulations and reliance on support mechanisms.
The study contributes to international scholarship by revealing how deputy principals in a centralized education system balance formal regulations with real-world complexities amid post-pandemic behavioral change, technological challenges and evolving leadership expectations.
