<?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%">Huang, K.-H.</style></author><author><style face="normal" font="default" size="100%">Cheng, C.-C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDITORIAL FOR THEMATIC ISSUE ON “EDUCATIONAL CHALLENGES IN EAST ASIA”</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%">East Asia</style></keyword><keyword><style  face="normal" font="default" size="100%">educational challenges</style></keyword><keyword><style  face="normal" font="default" size="100%">global educational practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612880638.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</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%">Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems' quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy &amp; Rhoten, 2002). </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">1062-1064</style></section></record></records></xml>