An Examination of School Administrators’ Crisis Management Skills
Keywords:
School Administrator, Educational Administration, Crisis Management, Crisis Management Skills Abstract
In today’s world, educational institutions are not merely structures that transmit knowledge; they are also organizations that support individuals' social, emotional, and psychological development, while fostering sensitivity to societal crises. In this context, the crisis situations that educational institutions may face are increasing and becoming more complex. Therefore, crisis management in schools has become critically important in terms of ensuring the sustainability of educational processes and the safety of stakeholders. In this regard, the present study aimed to identify the crisis management skills of school administrators. For this purpose, a survey model—a type of descriptive research design—was employed. The study population consisted of 386 school administrators working in various cities across Türkiye during the 2024–2025 academic year. As data collection tools, a demographic information form and a Crisis Management Scale were administered to participants. Quantitative data analysis methods were used in analyzing the research data, and the data were processed using the SPSS 24 statistical analysis program. According to the findings, there was no statistically significant difference between male and female administrators in terms of their crisis management skills. However, the crisis management skills of principals were found to be higher than those of vice-principals. It was also observed that administrators who had received crisis management training exhibited higher levels of skills across all crisis stages (before, during, and after the crisis) compared to those who had not received such training. Furthermore, strong and significant positive correlations were identified among crisis management skills before, during, and after a crisis.
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