This study aims to examine the experiences of school principals in administrative and educational processes after earthquakes. The earthquakes that struck Türkiye on February 6, 2023, had a profound impact on educational institutions, underscoring the critical crisis management roles of school principals. This study specifically addresses how school principals organize educational environments in the aftermath of disasters, how they should be trained for unexpected events, and how their experiences with earthquakes have impacted their professional lives.
The research, conducted with a phenomenological design, involved 30 school principals from six provinces affected by the earthquakes. Data were collected through semi-structured interviews and analyzed using content analysis.
The findings reveal that collaboration among state and local governments, NGOs, families and individuals is crucial in preparing schools for disasters. Additionally, it emphasizes the need to enhance principals' crisis management skills, conduct regular and practical disaster training and improve the physical safety of schools. The study highlights the significant role of principals' leadership skills in enhancing societal resilience.
A Holistic School Leadership Model for Crisis Management in Education (HSLM-CME) is developed and recommended to foster disaster awareness and resilience in educational environments, which can inform school disaster preparedness efforts in other earthquake-prone regions as well.
This study examines school principals' crisis management and leadership roles following the February 6, 2023, earthquakes in Turkey, addressing how educational institutions can become more resilient to disasters. Using a phenomenological design and in-depth interviews, it explores principals' lived experiences, revealing key themes and recommendations. The study emphasizes the importance of practical crisis management training, leadership development and enhancing societal resilience. Its originality lies in addressing an underexplored area in the literature and offering theoretical and practical contributions to post-disaster educational management. By focusing on leadership and preparedness, it highlights strategies to strengthen schools' role in community recovery.
