Summary of the thematic analysis of qualitative findings
| Theme | Description | Participant responses |
|---|---|---|
| Role of educational leaders during emergencies | Leaders perceived themselves as central authorities that have the responsibility to ensure safety, coordination among teams and emotional stability | My role is to lead emergency responses and ensure safety |
| I provide direction, reassurance, and effective leadership | ||
| Practical experience and decision making | Rapid and situational decision-making, influenced by factors such as urgency, safety and evolving conditions | Time pressure and urgency played a significant role |
| Decisions were adjusted continuously as the situation evolved | ||
| Use of modern administrative practices | Widespread utilization of task delegation, teamwork, distributed models of leadership and digital applications | Distributed leadership allowed faster decision implementation |
| Technology supported rapid coordination | ||
| Communication and coordination | Substantial use of continuous and adaptive approaches to communication despite technical and emotional challenges | We used alternative methods and repeated messages |
| Communication was continuous to avoid confusion | ||
| Challenges and obstacles | Emergency responses hindered by psychological stress, limited availability of resources and training gaps | Lack of formal training in crisis leadership increased pressure |
| Emotional burden of leadership during wartime was overwhelming | ||
| Evaluation and future improvement | Information mechanisms for evaluation were used; leaders identified the need for structured reflection and training | Lessons are remembered but rarely recorded |
| Preparation significantly reduces confusion and panic |
| Theme | Description | Participant responses |
|---|---|---|
| Role of educational leaders during emergencies | Leaders perceived themselves as central authorities that have the responsibility to ensure safety, coordination among teams and emotional stability | My role is to lead emergency responses and ensure safety |
| I provide direction, reassurance, and effective leadership | ||
| Practical experience and decision making | Rapid and situational decision-making, influenced by factors such as urgency, safety and evolving conditions | Time pressure and urgency played a significant role |
| Decisions were adjusted continuously as the situation evolved | ||
| Use of modern administrative practices | Widespread utilization of task delegation, teamwork, distributed models of leadership and digital applications | Distributed leadership allowed faster decision implementation |
| Technology supported rapid coordination | ||
| Communication and coordination | Substantial use of continuous and adaptive approaches to communication despite technical and emotional challenges | We used alternative methods and repeated messages |
| Communication was continuous to avoid confusion | ||
| Challenges and obstacles | Emergency responses hindered by psychological stress, limited availability of resources and training gaps | Lack of formal training in crisis leadership increased pressure |
| Emotional burden of leadership during wartime was overwhelming | ||
| Evaluation and future improvement | Information mechanisms for evaluation were used; leaders identified the need for structured reflection and training | Lessons are remembered but rarely recorded |
| Preparation significantly reduces confusion and panic |
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