The war between Israel and Hamas that erupted on October 7, 2023, created significant challenges for the Israeli educational system. This study explores the perceptions of displaced school principals regarding their roles and the challenges they faced during the war.
Using a qualitative methodology, we conducted in-depth, semi-structured interviews with 40 school principals from northern Israel, whose communities were evacuated. The interviews aimed to uncover the meanings and strategies these principals employed to cope with the challenges of managing their displaced schools.
Thematic analysis revealed four central roles that the displaced principals identified as crucial during the war: (1) securing a safe space for students and staff, (2) providing emotional support and maintaining well-being, (3) maintaining instructional continuity through flexible pedagogy and digital communication and (4) focusing on collaboration and community building with all stakeholders.
The findings underscore the need for leadership training programs that provide principals with practical tools and autonomy to act as flexible, creative, and community-oriented leaders in times of crisis. These programs should focus on crisis management, emotional intelligence and fostering collaboration.
The findings call for professional learning and development initiatives for school leaders during crisis, encompassing not only logistical and communication strategies but also guidance in providing emotional support and fostering community collaboration.
By examining the lived experiences of displaced principals during a wartime crisis, this study provides a unique contribution to the growing body of research on educational leadership during crises. It sheds light on the specific challenges and innovative strategies of leading a displaced community and offers valuable insights for both research and policy in conflict-affected regions.
