| Autor: |
Mahfouz, Julia, El-Mehtar, Nizar, Osman, Enja, Kotok, Stephen |
| Zdroj: |
International Journal of Leadership in Education; Jan2020, Vol. 23 Issue 1, p24-40, 17p |
| Abstrakt: |
Since 2011, an influx of Syrian refugees has put a massive strain on Lebanon’s educational public system, which was already stretched before the humanitarian crisis. In an already stressful profession, this unprecedented crisis is testing the limits of principals’ management and leadership capacities. Our qualitative study explores how principals are making sense of and navigating the Syrian refugee student crisis at their schools. Principals are dealing with four general types of challenges: spatial, socio-emotional, cultural, and academic. The findings show that principals are struggling to create a stable educational environment. Instead of focusing on leadership and academic performance, principals in double-shift schools spend most of their time ‘putting out fires,’ resolving urgent issues, and attending to basic needs that typically are taken for granted in other schools. Impacts of the obstacles faced and opportunities for future research are discussed. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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