Crises in Schools and Crısis Management Skills of Principals
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Published
Jan 27, 2026
Abstract
This study aims to explore the crisis management skills that school principals need in diverse crisis contexts. This is qualitative research which seeks to synthesize contemporary knowledge and perspectives in related documents and the literature concerning the crisis management competencies of school principals. Adopting a document analysis and literature review approach, the study focuses on both national and international academic sources published between 2015 and 2025. The analysis identifies the major types of crises, natural disasters, technological disruptions, human-related incidents, social and political tensions, and health emergencies, and evaluates the competencies principals must demonstrate, including situational awareness, communication, rapid decision-making, resilience, and collaborative leadership. Findings emphasize that effective crisis management extends beyond technical preparedness and requires psychosocial awareness, ethical sensitivity, and empathic leadership. The study also underscores the importance of principals addressing teacher isolation and burnout during crises, while fostering organizational resilience and stakeholder trust. Ultimately, the research highlights the urgent need for policy-level support and practice-based training programs that will enhance principals’ capacity to act as crisis leaders in increasingly complex educational environments.
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Keywords
Crisis Management, School Principal, Leadership, Educational Crises, Resilience, Decision-Making
Supporting Agencies
No funding sources declared.
References
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Anderson, R. E., & Dexter, S. L. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49–82. https://doi.org/10.1177/0013161X04269517
Arar, K., & Öztürk, I. H. (2019). Leadership for diversity in education: Recent developments from the international and Turkish perspectives. International Journal of Educational Management, 33(6), 1223–1236. https://doi.org/10.1108/IJEM-09-2018-0305
Tokel, A., Özkan, T. & Dağlı G. (2017). Crisis Management Skills of School Administrators in Terms of School Improvement: Scale Development. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7573-7579.
Beabout, B. R. (2014). Community, commitment, and the reconstruction of education. Journal of Educational Change, 15(2), 119–138. https://doi.org/10.1007/s10833-013-9221-3
Bogotch, İ. (2024). Educational Leadership and Social Justice: 4.0. Research in Educational Administration and Leadership, 9(2), 179-207. https://doi.org/10.30828/real.1421708
Boyland, L. G. (2011). Job stress and coping strategies of elementary principals: A statewide study. Current Issues in Education, 14(3), 1–11. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/699
Brown B, Wang T, Lee M, (2023). Childs A. Surviving, navigating and innovating through a pandemic: A review of research on school leadership during COVID-19, 2020-2021. Int J Educ Dev. https://doi.org/10.1016/j.ijedudev.2023.102804
Bundy, J., Pfarrer, M. D., Short, C. E., & Coombs, W. T. (2017). Crises and crisis management: Integration, interpretation, and research development. Journal of Management, 43(6), 1661–1692. https://doi.org/10.1177/0149206316680030
Chatzipanagiotou, P., & Katsarou, E. (2023). Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID-19 Era: A Systematic Literature Review. Education Sciences, 13(2), 118. https://doi.org/10.3390/educsci13020118
Chess, C. and Johnson, B. B. (2006). Organizational Learning about Public Participation: ‘Tiggers’ and ‘Eeyores.’ Human Ecology Review, 13(2), 182–92. http://www.jstor.org/stable/24707590 . Accessed 25 Aug. 2025
Coombs, W. T. (2014). Ongoing crisis communication: Planning, managing, and responding (4th ed.). SAGE Publications.
Crisis Leadership in Schools. (2020). Strategic decision-making under pressure. National College for Educational Leadership. https://www.ncel.org/reports/decision-making-crisis (22 Temmuz, 2025).
Crisis Prevention Institute. (2021). How Trauma-Informed Schools Help Every Student Succeed. https://www.crisisprevention.com/blog/education/how-trauma-informed-schools-help-every-student-succeed/ (15 September, 2025).
Da’as, R., Qadach, M., & Schechter, C. (2023). Crisis leadership: Principals’ metaphors during COVID-19. Educational Management Administration & Leadership, 53(2), 357-379. https://doi.org/10.1177/17411432231170580
Day, C., Gu, Q. and Sammons, P. (2016) The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational Administration Quarterly, 52, 221-258. https://doi.org/10.1177/0013161X15616863
Deborah M. Netolicky (2020). School leadership during a pandemic: navigating tensions. Journal of Professional Capital and Community; 5 (3-4): 391–395. https://doi.org/10.1108/JPCC-05-2020-0017
Donovan, L., Green, T., & Hansen, L. E. (2011). One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions? Journal of Research on Technology in Education, 44(2), 121–139. https://doi.org/10.1080/15391523.2011.10782582
Durrani, N., Makhmetova, Z., Kadyr, Y., & Karimova, N. (2024). Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices. SAGE Open, 14(2). https://doi.org/10.1177/21582440241251606
Eacott, S. (2013). ‘Leadership’ and the social: Time, space and the epistemic. International Journal of Leadership in Education, 16(3), 279–295. https://doi.org/10.1108/09513541311289846
Endsley, M. R. (1995). Toward a theory of situation awareness in dynamic systems. Human Factors, 37(1), 32–64. https://doi.org/10.1518/001872095779049543
Fulton County Schools. (2025). Safety Plans & Drills. https://www.fultonschools.org/our-district/superintendent/safety-security/a-culture-of-safety/safety-plans-drills (16 September, 2025)
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/10.1016/j.tate.2006.06.006
Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188. https://doi.org/10.1108/09578230810863253
Harris, A., & Jones, M. (2020). COVID-19—School leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
Hopkins, B. (2015). Restorative theory in practice: Insights into what works and why. Jessica Kingsley Publishers.
James, E. H., Wooten, L. P., & Dushek, K. (2011). Crisis management: Informing a new leadership research agenda. Academy of Management Annals, 5(1), 455–493. https://doi.org/10.1080/19416520.2011.589594
Kapucu, N. (2008). Collaborative emergency management: Better community organizing, better public preparedness and response. Disasters, 32(2), 239–262. https://doi.org/10.1111/j.1467-7717.2008.01037.x
Karaca, M. F. & Şahin, M. (2024). Readability of Higher Education Institutions Exam Basic Proficiency Test Turkish Questions. Journal of Language Education and Research, 10 (2), 662-684
Katic, B., Alba, L. A., & Johnson, A. H. (2020). A Systematic Evaluation of Restorative Justice Practices: School Violence Prevention and Response. Journal of School Violence, 19(4), 579–593. https://doi.org/10.1080/15388220.2020.1783670
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age (2nd ed.). Wiley-Blackwell.
Leithwood, K. (2007). Transformational school leadership in a transactional policy world. Educational Management Administration & Leadership, 48(3), 498–510. https://www.scirp.org/reference/referencespapers?referenceid=1432198
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Livingstone, S., & Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies: the nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 55(6), 635–654. https://doi.org/10.1111/jcpp.12197
Luino, F, . Turconi, L., Paliaga, G., Faccini F. & Marincioni, F. (2017). Torrential floods in the upper Soana Valley (NW Italian Alps): geomorphological processes and risk-reduction strategies International Journal of Disaster Risk Reduction, 27 (2017), 343-354. https://doi.org/10.1016/j.ijdrr.2017.10.021
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. https://doi.org/10.1037/0003-066X.56.3.227
McCallum, F., & Price, D. (2016). Teacher wellbeing. Springer.
McLeod, S. & Dulsky, S. (2021). School leadership during the early months of the COVID-19 pandemic. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2021.637075/full
Mutch, C. (2015). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 33(1), 5–22. https://doi.org/10.1080/02643944.2014.880123
Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Professional Capital and Community, 5(3/4), 391–395. https://doi.org/10.1108/JPCC-05-2020-0017
Nil, Ö. (2024). Resilience in Education After the February 6, 2023 Kahramanmaraş Earthquake: Threats and Challenges. Education &Youth Research 4(2), 88-110
Pearson, C. M., & Clair, J. A. (1998). Reframing crisis management. Academy of Management Review, 23(1), 59–76. https://www.jstor.org/stable/259099
Peltola, JP., Lindfors, E. & Luukka, E. Exploring crisis management measures taken by school leaders at the unpredictable crisis – case COVID-19. Journal of Educational Change 25, 727–743 (2024). https://doi.org/10.1007/s10833-024-09516-x
Prince William County Public Schools. (2024). Crisis Preparedness. https://www.pwcs.edu/departments/risk_management/crisis_preparedness/index (21 September. 2025)
Navigate360. (2023). Safety Drills in Schools: Enhancing Student Safety. https://navigate360.com/blog/safety-drills-in-schools-enhancing-student-safety/ (20 September, 2025).
Riley, P., & Dockery, D. (2017). Developing resilience in educational leaders: Why it matters. In A. Normore & J. Brooks (Eds.), The dark side of leadership (175–196). Emerald.
Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20, 1–8. https://doi.org/10.1007/s10671-020-09284-4
Schechter, C., & Shaked, H. (2017). Leaving fingerprints: Principals’ considerations when implementing education reforms. Journal of Educational Administration, 55(2), 242–260. https://doi.org/10.1108/JEA-01-2016-0014
Security Magazine. (2025). How schools can use strategic communication to tackle rising cyber threats. https://www.securitymagazine.com/blogs/14-security-blog/post/101625-how-schools-can-use-strategic-communication-to-tackle-rising-cyber-threats
Mclaurin, C.. (2025). Leading through a cyber attack: Learning from crisis. https://public.digital/pd-insights/blog/2025/03/leading-through-a-cyber-attack-learning-from-crisis
Shields, C. M. (2020). Transformative Leadership Approaches to Inclusion, Equity, and Social Justice. SAGE Open. https://doi.org/10.1177/1052684619873
Shields, C. M., & Hesbol, K. A. (2019). Transformative Leadership Approaches to Inclusion, Equity, and Social Justice. Journal of School Leadership, 30(1), 3-22. https://doi.org/10.1177/1052684619873343 (Original work published 2020)
Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2015). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228–254. https://doi.org/10.1080/09243453.2015.1056192
Shaw, J. A. (2003). Children exposed to war/terrorism. Clinical Child and Family Psychology Review, 6(4), 237–246. https://doi.org/10.1023/B:CCFP.0000006291.10180.bd
Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589. https://doi.org/10.1177/0013161X10375609
Smith, L. & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57–71. https://doi.org/10.1080/13632434.2011.614941
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
Şahin, M. (2021). Opinions of university students on effects of distance learning in Turkey during the Covid-19 pandemic. African Educational Research Journal, 9(2), 526-543, DOI: 10.30918/AERJ.92.21.082
Şahin, M. (2022). Evaluation of educational practices during the Covid-19 pandemic worldwide. Trakya Journal of Education, 12(1), 292-307
Şahin, M. (2022b). The problems and opportunities of hybrid education for school management. Education Quarterly Reviews, 5(4), 96-103.
Şahin, M. (2023). Okullarda örgüt kültürü. Örgütsel Davranış Çalışmaları Dergisi 3 (1), 73-90 https://www.obstudies.org/index.php/obs/article/view/19
Şahin, M. (2025). Gender in School Administration: Problems of Women Administrators. Journal of Social Sciences And Education 8 (1), 81-113 https://doi.org/10.53047/josse.1700205
Tuti, G. Ve Mankan, S. (2025). Examining the Competencies of School Administrators Regarding Disaster Risk Planning and Management. Journal of Disaster and Risk 8(2), 2025, (559-581). https://dergipark.org.tr/tr/download/article-file/4552495
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective Crisis Communication: Moving From Crisis to Opportunity (4th ed.). SAGE Publications.
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Anderson, R. E., & Dexter, S. L. (2005). School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49–82. https://doi.org/10.1177/0013161X04269517
Arar, K., & Öztürk, I. H. (2019). Leadership for diversity in education: Recent developments from the international and Turkish perspectives. International Journal of Educational Management, 33(6), 1223–1236. https://doi.org/10.1108/IJEM-09-2018-0305
Tokel, A., Özkan, T. & Dağlı G. (2017). Crisis Management Skills of School Administrators in Terms of School Improvement: Scale Development. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7573-7579.
Beabout, B. R. (2014). Community, commitment, and the reconstruction of education. Journal of Educational Change, 15(2), 119–138. https://doi.org/10.1007/s10833-013-9221-3
Bogotch, İ. (2024). Educational Leadership and Social Justice: 4.0. Research in Educational Administration and Leadership, 9(2), 179-207. https://doi.org/10.30828/real.1421708
Boyland, L. G. (2011). Job stress and coping strategies of elementary principals: A statewide study. Current Issues in Education, 14(3), 1–11. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/699
Brown B, Wang T, Lee M, (2023). Childs A. Surviving, navigating and innovating through a pandemic: A review of research on school leadership during COVID-19, 2020-2021. Int J Educ Dev. https://doi.org/10.1016/j.ijedudev.2023.102804
Bundy, J., Pfarrer, M. D., Short, C. E., & Coombs, W. T. (2017). Crises and crisis management: Integration, interpretation, and research development. Journal of Management, 43(6), 1661–1692. https://doi.org/10.1177/0149206316680030
Chatzipanagiotou, P., & Katsarou, E. (2023). Crisis Management, School Leadership in Disruptive Times and the Recovery of Schools in the Post COVID-19 Era: A Systematic Literature Review. Education Sciences, 13(2), 118. https://doi.org/10.3390/educsci13020118
Chess, C. and Johnson, B. B. (2006). Organizational Learning about Public Participation: ‘Tiggers’ and ‘Eeyores.’ Human Ecology Review, 13(2), 182–92. http://www.jstor.org/stable/24707590 . Accessed 25 Aug. 2025
Coombs, W. T. (2014). Ongoing crisis communication: Planning, managing, and responding (4th ed.). SAGE Publications.
Crisis Leadership in Schools. (2020). Strategic decision-making under pressure. National College for Educational Leadership. https://www.ncel.org/reports/decision-making-crisis (22 Temmuz, 2025).
Crisis Prevention Institute. (2021). How Trauma-Informed Schools Help Every Student Succeed. https://www.crisisprevention.com/blog/education/how-trauma-informed-schools-help-every-student-succeed/ (15 September, 2025).
Da’as, R., Qadach, M., & Schechter, C. (2023). Crisis leadership: Principals’ metaphors during COVID-19. Educational Management Administration & Leadership, 53(2), 357-379. https://doi.org/10.1177/17411432231170580
Day, C., Gu, Q. and Sammons, P. (2016) The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational Administration Quarterly, 52, 221-258. https://doi.org/10.1177/0013161X15616863
Deborah M. Netolicky (2020). School leadership during a pandemic: navigating tensions. Journal of Professional Capital and Community; 5 (3-4): 391–395. https://doi.org/10.1108/JPCC-05-2020-0017
Donovan, L., Green, T., & Hansen, L. E. (2011). One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions? Journal of Research on Technology in Education, 44(2), 121–139. https://doi.org/10.1080/15391523.2011.10782582
Durrani, N., Makhmetova, Z., Kadyr, Y., & Karimova, N. (2024). Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices. SAGE Open, 14(2). https://doi.org/10.1177/21582440241251606
Eacott, S. (2013). ‘Leadership’ and the social: Time, space and the epistemic. International Journal of Leadership in Education, 16(3), 279–295. https://doi.org/10.1108/09513541311289846
Endsley, M. R. (1995). Toward a theory of situation awareness in dynamic systems. Human Factors, 37(1), 32–64. https://doi.org/10.1518/001872095779049543
Fulton County Schools. (2025). Safety Plans & Drills. https://www.fultonschools.org/our-district/superintendent/safety-security/a-culture-of-safety/safety-plans-drills (16 September, 2025)
Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/10.1016/j.tate.2006.06.006
Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188. https://doi.org/10.1108/09578230810863253
Harris, A., & Jones, M. (2020). COVID-19—School leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
Hopkins, B. (2015). Restorative theory in practice: Insights into what works and why. Jessica Kingsley Publishers.
James, E. H., Wooten, L. P., & Dushek, K. (2011). Crisis management: Informing a new leadership research agenda. Academy of Management Annals, 5(1), 455–493. https://doi.org/10.1080/19416520.2011.589594
Kapucu, N. (2008). Collaborative emergency management: Better community organizing, better public preparedness and response. Disasters, 32(2), 239–262. https://doi.org/10.1111/j.1467-7717.2008.01037.x
Karaca, M. F. & Şahin, M. (2024). Readability of Higher Education Institutions Exam Basic Proficiency Test Turkish Questions. Journal of Language Education and Research, 10 (2), 662-684
Katic, B., Alba, L. A., & Johnson, A. H. (2020). A Systematic Evaluation of Restorative Justice Practices: School Violence Prevention and Response. Journal of School Violence, 19(4), 579–593. https://doi.org/10.1080/15388220.2020.1783670
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age (2nd ed.). Wiley-Blackwell.
Leithwood, K. (2007). Transformational school leadership in a transactional policy world. Educational Management Administration & Leadership, 48(3), 498–510. https://www.scirp.org/reference/referencespapers?referenceid=1432198
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Livingstone, S., & Smith, P. K. (2014). Annual research review: Harms experienced by child users of online and mobile technologies: the nature, prevalence and management of sexual and aggressive risks in the digital age. Journal of Child Psychology and Psychiatry, 55(6), 635–654. https://doi.org/10.1111/jcpp.12197
Luino, F, . Turconi, L., Paliaga, G., Faccini F. & Marincioni, F. (2017). Torrential floods in the upper Soana Valley (NW Italian Alps): geomorphological processes and risk-reduction strategies International Journal of Disaster Risk Reduction, 27 (2017), 343-354. https://doi.org/10.1016/j.ijdrr.2017.10.021
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227–238. https://doi.org/10.1037/0003-066X.56.3.227
McCallum, F., & Price, D. (2016). Teacher wellbeing. Springer.
McLeod, S. & Dulsky, S. (2021). School leadership during the early months of the COVID-19 pandemic. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2021.637075/full
Mutch, C. (2015). The role of schools in disaster preparedness, response and recovery: What can we learn from the literature? Pastoral Care in Education, 33(1), 5–22. https://doi.org/10.1080/02643944.2014.880123
Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Professional Capital and Community, 5(3/4), 391–395. https://doi.org/10.1108/JPCC-05-2020-0017
Nil, Ö. (2024). Resilience in Education After the February 6, 2023 Kahramanmaraş Earthquake: Threats and Challenges. Education &Youth Research 4(2), 88-110
Pearson, C. M., & Clair, J. A. (1998). Reframing crisis management. Academy of Management Review, 23(1), 59–76. https://www.jstor.org/stable/259099
Peltola, JP., Lindfors, E. & Luukka, E. Exploring crisis management measures taken by school leaders at the unpredictable crisis – case COVID-19. Journal of Educational Change 25, 727–743 (2024). https://doi.org/10.1007/s10833-024-09516-x
Prince William County Public Schools. (2024). Crisis Preparedness. https://www.pwcs.edu/departments/risk_management/crisis_preparedness/index (21 September. 2025)
Navigate360. (2023). Safety Drills in Schools: Enhancing Student Safety. https://navigate360.com/blog/safety-drills-in-schools-enhancing-student-safety/ (20 September, 2025).
Riley, P., & Dockery, D. (2017). Developing resilience in educational leaders: Why it matters. In A. Normore & J. Brooks (Eds.), The dark side of leadership (175–196). Emerald.
Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20, 1–8. https://doi.org/10.1007/s10671-020-09284-4
Schechter, C., & Shaked, H. (2017). Leaving fingerprints: Principals’ considerations when implementing education reforms. Journal of Educational Administration, 55(2), 242–260. https://doi.org/10.1108/JEA-01-2016-0014
Security Magazine. (2025). How schools can use strategic communication to tackle rising cyber threats. https://www.securitymagazine.com/blogs/14-security-blog/post/101625-how-schools-can-use-strategic-communication-to-tackle-rising-cyber-threats
Mclaurin, C.. (2025). Leading through a cyber attack: Learning from crisis. https://public.digital/pd-insights/blog/2025/03/leading-through-a-cyber-attack-learning-from-crisis
Shields, C. M. (2020). Transformative Leadership Approaches to Inclusion, Equity, and Social Justice. SAGE Open. https://doi.org/10.1177/1052684619873
Shields, C. M., & Hesbol, K. A. (2019). Transformative Leadership Approaches to Inclusion, Equity, and Social Justice. Journal of School Leadership, 30(1), 3-22. https://doi.org/10.1177/1052684619873343 (Original work published 2020)
Schildkamp, K., Poortman, C. L., & Handelzalts, A. (2015). Data teams for school improvement. School Effectiveness and School Improvement, 27(2), 228–254. https://doi.org/10.1080/09243453.2015.1056192
Shaw, J. A. (2003). Children exposed to war/terrorism. Clinical Child and Family Psychology Review, 6(4), 237–246. https://doi.org/10.1023/B:CCFP.0000006291.10180.bd
Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589. https://doi.org/10.1177/0013161X10375609
Smith, L. & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management, 32(1), 57–71. https://doi.org/10.1080/13632434.2011.614941
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
Şahin, M. (2021). Opinions of university students on effects of distance learning in Turkey during the Covid-19 pandemic. African Educational Research Journal, 9(2), 526-543, DOI: 10.30918/AERJ.92.21.082
Şahin, M. (2022). Evaluation of educational practices during the Covid-19 pandemic worldwide. Trakya Journal of Education, 12(1), 292-307
Şahin, M. (2022b). The problems and opportunities of hybrid education for school management. Education Quarterly Reviews, 5(4), 96-103.
Şahin, M. (2023). Okullarda örgüt kültürü. Örgütsel Davranış Çalışmaları Dergisi 3 (1), 73-90 https://www.obstudies.org/index.php/obs/article/view/19
Şahin, M. (2025). Gender in School Administration: Problems of Women Administrators. Journal of Social Sciences And Education 8 (1), 81-113 https://doi.org/10.53047/josse.1700205
Tuti, G. Ve Mankan, S. (2025). Examining the Competencies of School Administrators Regarding Disaster Risk Planning and Management. Journal of Disaster and Risk 8(2), 2025, (559-581). https://dergipark.org.tr/tr/download/article-file/4552495
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How to Cite
Şahin, M. (2026). Crises in Schools and Crısis Management Skills of Principals . Science Insights Education Frontiers, 32(1), 5107–5139. https://doi.org/10.15354/sief.26.or163
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