The purpose of this study is to investigate how school principals in Türkiye enact liminal leadership while navigating the complexities of refugee education. As principals operate in contexts shaped by demographic change, policy ambiguity and the psychosocial needs of displaced learners, this study seeks to examine the ethical, relational and adaptive dimensions of their leadership practices. Drawing on liminality theory, trauma-sensitive and culturally responsive leadership and social justice frameworks, the research aims to illuminate how principals mediate between bureaucratic structures and humanitarian imperatives. Ultimately, the study intends to contribute a nuanced theoretical model of leadership at the threshold.
This study employed a qualitative multiple-case study design to examine school leadership in refugee-hosting contexts. Twelve principals from metropolitan districts with significant refugee enrollment participated in semi-structured interviews, which were recorded, transcribed verbatim and analysed using Braun and Clarke's six-phase thematic analysis. Purposeful sampling ensured variation in gender, school level, experience and refugee student ratios. Methodological rigor was supported through credibility, transferability, dependability and confirmability strategies, including member-checking, triangulation, detailed documentation and an audit trail. These procedures ensured that findings remained grounded in participants' lived experiences and provided a trustworthy foundation for interpreting leadership practices in complex educational settings.
The findings reveal that principals in refugee-hosting schools enact liminal leadership characterised by cultural responsiveness, ethical flexibility, emotional engagement and cross-institutional collaboration. Leaders prioritised creating trauma-sensitive and inclusive climates through routines that foster safety and belonging. They frequently interpreted policies flexibly, using discretion to address the complex needs of refugee students. Emotional labour emerged as central to building trust with families and supporting staff. Principals also acted as boundary-spanners, coordinating with nongovernmental organisations (NGOs), municipal services and community organisations. Collectively, these practices illustrate leadership “at the threshold,” balancing bureaucratic demands with compassionate, context-responsive action to support refugee learners.
This study has several limitations. First, the sample was limited to principals working in metropolitan public schools, which may restrict the transferability of findings to rural areas or private school settings with different structural and cultural dynamics. Second, data were based solely on self-reported interviews, which may reflect subjective interpretations rather than direct observations of practice. Third, the cross-sectional design captures leadership experiences at one point in time, limiting insight into how practices evolve during prolonged refugee integration. Finally, the study does not include the perspectives of teachers, students or parents, which may have enriched the analysis.
The study offers several practical implications for schools serving refugee students. Principals should prioritise trauma-sensitive routines, culturally responsive practices and multilingual communication to foster emotional safety and belonging. Flexible interpretation of policies can enable more equitable access to schooling for newly arrived learners. Investing in sustained trust-building with families enhances engagement and supports smoother integration. Additionally, schools benefit from strengthening partnerships with municipalities, NGOs and psychosocial services to address students' multidimensional needs. Professional development on trauma awareness and intercultural competence is essential for teachers. Overall, liminal leadership practices can guide schools in balancing regulatory requirements with compassionate, context-responsive action.
The study highlights significant social implications for schools, families and communities involved in refugee education. Principals' efforts to create culturally responsive and trauma-sensitive environments strengthen social cohesion by fostering mutual understanding between refugee and local students. Flexible policy enactment and trust-building practices help reduce marginalisation and support refugees' sense of safety and belonging. Enhanced collaboration with NGOs and municipal units expands families' access to social services, contributing to community well-being. Moreover, relational leadership strengthens parent–school partnerships, helping rebuild trust in public institutions for families affected by displacement. Overall, liminal leadership promotes inclusion, equity and social stability in diverse educational settings.
This study offers a unique contribution by applying the concept of liminality to school leadership in refugee-hosting contexts – an area that remains underexplored in international literature. While existing research often focuses on teachers, policy frameworks or student experiences, this study highlights how principals lead amid ambiguity, ethical tension and emotional complexity. By integrating culturally responsive practices, trauma-informed approaches, policy improvisation and cross-agency collaboration into a single conceptual model, the study advances an original framework of liminal leadership. This perspective reveals how leaders operate “at the threshold” between bureaucratic mandates and humanitarian needs, filling a significant theoretical and empirical gap.
