<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Okan Sarıgöz</style></author><author><style face="normal" font="default" size="100%">Bilal Yıldırım</style></author><author><style face="normal" font="default" size="100%">Gülistan Bingöl</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES FACED BY SCHOOL ADMINISTRATORS IN PRIMARY SCHOOLS AFTER DISASTERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">crisis management</style></keyword><keyword><style  face="normal" font="default" size="100%">disaster management in education</style></keyword><keyword><style  face="normal" font="default" size="100%">educational challenges</style></keyword><keyword><style  face="normal" font="default" size="100%">educational disruption</style></keyword><keyword><style  face="normal" font="default" size="100%">school administration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1741762321.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">School administrators organise several factors, such as the structure of the school, teachers, staff, students and parents to achieve educational objectives. Managing such a large-scale organization often involves addressing unexpected problems. School administrators face significant challenges in maintaining educational continuity following large-scale crises, such as the February 6, 2023, earthquakes in Türkiye. This study investigates the obstacles encountered by primary school administrators during the post-earthquake period. The research employs a qualitative design, gathering data through semi-structured interviews conducted with 18 school administrators affected by the earthquake disaster. The participants were school administrators working in primary schools located in the central districts of Hatay Province. The collected data were analysed using thematic analysis. The analysis identified various problems resulting from the earthquakes in the region, including the migration of families and students to different provinces, damage to school buildings, lack of internet access and educational materials, inequality in opportunities, and psychological challenges such as stress, anxiety, reduced motivation, and low morale. Additional concerns included uncertainty about the future, as well as difficulties related to accommodation, transportation, communication, teacher assignments, and access to teaching resources faced by school administrators and teachers. Furthermore, the study emphasizes the need to provide psychological support to school staff, students, and teachers; create safe educational environments; reorganize and enhance teaching materials; repair and reconstruct damaged school buildings; develop crisis management programs; and offer both financial and psychological support to affected families. These findings highlight the urgent need for improved disaster preparedness and post-disaster support systems within the educational sector. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">101-123</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Özdemir, G.</style></author><author><style face="normal" font="default" size="100%">Sevilay Şahin</style></author><author><style face="normal" font="default" size="100%">Türkoğlu Özdemir, S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEHAVIORS RELATED TO PRIMARY SCHOOL PRINCIPALS' CRISIS MANAGEMENT SKILLS: IN THE CONTEXT OF THE FEBRUARY 6TH 2023 EARTHQUAKE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">2023 earthquakes</style></keyword><keyword><style  face="normal" font="default" size="100%">crisis management</style></keyword><keyword><style  face="normal" font="default" size="100%">February 6th</style></keyword><keyword><style  face="normal" font="default" size="100%">school principals' crisis management behaviors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1715414948.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were &quot;mostly&quot; in the pre-crisis and post-crisis periods, and &quot;sometimes&quot; during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">252-274</style></section></record></records></xml>