Journal articles on the topic 'School crisis management'
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Liou, Yi-Hwa. "School Crisis Management." Educational Administration Quarterly 51, no. 2 (May 7, 2014): 247–89. http://dx.doi.org/10.1177/0013161x14532467.
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Grissom, Jason A., and Lara Condon. "Leading Schools and Districts in Times of Crisis." Educational Researcher 50, no. 5 (June 2021): 315–24. http://dx.doi.org/10.3102/0013189x211023112.
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The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders’ responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels.
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Pastor, Mark Joseph Deblois, Rosabel Lorenzo Acosta, and Marlowe U. Aquino. "RESILIENCY PRACTICES IN EDUCATIONAL CRISIS MANAGEMENT AMONG SCHOOL ADMINISTRATORS." International Journal of Education 17, no. 1 (February 28, 2024): 71–78. http://dx.doi.org/10.17509/ije.v17i1.56986.
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The escalating impact of pandemics on schools, as exemplified by the pandemic crisis, underscores the pressing need for adept crisis management by school administrators. This study explores resiliency practices employed by public school administrators in the province of Ilocos Norte, Philippines, across three schools’ divisions before, during, and after the pandemic. Utilizing a phenomenological and narrative inquiry approach, themes emerged through categorization, analysis, and interpretation of data from documents and interviews. The findings underscore the importance of equipping school administrators with essential management tools such as capability-building initiatives, sustainability and contingency plans, as well as dynamic policies and guidelines. These elements collectively contribute to establishing resilience during pandemics. In response to these needs, the study introduces the Educational Crisis Resiliency Management Framework (ECRMF), a strategic educational management strategy validated for school administrators in Ilocos Norte. This framework serves as a comprehensive response to educational crisis, including pandemics, emphasizing the necessity of preparedness and effective crisis leadership. The ECRMF offers a valuable resource for school administrators navigating crises, emphasizing the importance of proactive measures and strategic procedures. As a conclusion, the study recommends further research to investigate additional practices of school administrators, providing a more in-depth exploration of disaster management in the educational realm.
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Solly, Ben. "Crisis management for school leaders." SecEd 2021, no. 1 (January 2, 2021): 10–11. http://dx.doi.org/10.12968/sece.2021.1.10.
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When it comes to handling crises, Ben Solly has certainly crammed more than his fair share into his seven years of headship. Here, he outlines his advice for managing challenging situations in schools
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Sharie Ayed Al-Widyan, Sharie Ayed Al-Widyan. "The Future of Educational Leadership in Light of the Crisis Management Aspects: مستقبل القيادة التعليمية في ضوء أبعاد إدارة الأزمات والكوارث." مجلة إدارة المخاطر والأزمات 3, no. 2 (September 30, 2021): 33–19. http://dx.doi.org/10.26389/ajsrp.w210620.
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The current descriptive survey study aims to address the problem of the apparent inadequacy of most school leaders in managing crises and disasters and to anticipate future scenarios for such crises. To achieve this, the researcher designed a questionnaire consisting of thirty-one (31) items distributed on three axes: The reality of school leadership, potential crises, and the anticipated future of the leadership in light of crisis management. was validated by calculating the correlated parameters statistically, and its stability by (test-retest) method on an external sample and then the Pearson correlation coefficient between their estimates in both times, and the questionnaires was distributed to the study's sample consisting of one hundred eighty (180) general education leaders in Wadi Al-Dawasir. The study's population is two hundred forty-six (246) male and female leaders, agents, and assistants. The study revealed that the leaders’ abilities in crisis management in the current reality and in anticipating the potential crises were weak while the expected scenario for the future of school leadership in light of crisis management was strongly positive. With a statistically significant difference at the level of (α = 0.05) due to the gender variable in favor of female leaders in the “Potential crises” axis, and statistically significant differences due to the variable of experience in leadership in all axes in favor of “Five years or more”. The researcher recommends that the Education Department should ensure that school leaders possess the skills of crisis management, the need to adopt one of the contemporary models in crisis management, and the need to establish an active unit for crisis management in schools.
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Hanaa Ebrahim Semran Al-Juhani, Randa Hariri, Hanaa Ebrahim Semran Al-Juhani, Randa Hariri. "The relationship of creative leadership with crisis management for the secondary stage in public schools in Jeddah from the teachers' point of view: علاقة القيادة الإبداعية بإدارة الأزمات للمرحلة الثانوية في المدارس الحكومية بمدينة جدة من وِجهة نَظر المعلِّمات." مجلة العلوم التربوية و النفسية 5, no. 40 (October 30, 2021): 45–18. http://dx.doi.org/10.26389/ajsrp.j020521.
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The study aimed to discover the relationship between practicing creative leadership and school management crisis among female educational leaders of publicsecondary schools in Jeddah from the latter’s’ perspectives. The study adopted adescriptive, correlational-relational research design and used a questionnaire to randomly collect data from a sample of (357) female teachers during the first semester of the 1441/1442AH academic year. Findings revealed that female school leaders practice creative leadership, and school crisis management at a high degree, whereby, accommodation and cooperation styles ranked first and second respectively, and avoidance style ranked last. Findings also showed that there were statistically significant differences at the level of (0.5 = α) between the means of the degree of creative leadership and crisis management practices referred to the difference in experience. Moreover, results showed a positive correlation between the degree of creative leadership and crises management practices. The study recommended holding events in the education and schools’ management that highlight the role of creative leadership and its impact on enhancing schools’ ability to manage and face crises, along with offering training courses aboutcrisis management, and encouraging relevant practices by teachers and staff members.
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Serter, Ali. "Okullarda Kriz Yönetiminin İletişim Açısından Değerlendirilmesi." International Journal of Social Sciences 6, no. 27 (December 25, 2022): 407–16. http://dx.doi.org/10.52096/usbd.6.27.26.
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Crises occur at unexpected times and can have negative effects on the organization. All institutions make various plans in order to survive the crisis periods in the most undamaged way. However, it is not possible to say that crisis management planning in schools is very effective compared to other institutions. Crises in Turkey are mostly overcome impromptu and schools do not feel the need to work more on this issue. However, a crisis prepared in advance will enable the institution to come out of the crisis with the least damage in terms of both material and moral losses and the reputation of the school. Especially in such situations, it is very important for the schools where the students who need guidance the most to inform their staff and teachers about crisis management and to be prepared for the crisis. The purpose of this research is to examine the importance of crisis management and communication in schools.
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Özdemir, Gökçe, Sevilay Şahin, and Selin Özdemir Türkoğlu. "BEHAVIORS RELATED TO PRIMARY SCHOOL PRINCIPALS' CRISIS MANAGEMENT SKILLS: IN THE CONTEXT OF THE FEBRUARY 6TH 2023 EARTHQUAKE." Problems of Education in the 21st Century 82, no. 2 (April 30, 2024): 252–74. http://dx.doi.org/10.33225/pec/24.82.252.
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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 "mostly" in the pre-crisis and post-crisis periods, and "sometimes" 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. Keywords: crisis management, school principals' crisis management behaviors, February 6th,2023 earthquakes.
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Barclay, Colette. "Crisis management in a primary school." Teacher Development 8, no. 2-3 (October 2004): 297–312. http://dx.doi.org/10.1080/13664530400200222.
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Farfoura, Hadil H. "The Reality of Crisis Management for Principals of Public Primary Schools in Wadi Al-Seer District." Jordanian Educational Journal 8, no. 2 (April 30, 2023): 243–66. http://dx.doi.org/10.46515/jaes.v8i2.406.
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The study aimed at finding out the reality of crisis management among the principals of public basic schools in Wadi Al-Seer district from the teachers' point of view. The researcher used the descriptive survey methodology. The study sample reached (124) male and female teachers. The researcher developed a questionnaire consisting of (3) fields and (37) items. The results of the study showed that the reality of crisis management among the principals of public basic schools in Wadi Al-Seer district, from the teachers point of view, came at a moderate degree. And the absence of statistically significant differences at the level of significance (α ≤ 0.05) in the management of school crises among the principals of public basic schools in Wadi Al-Seer district according to the variable (gender and educational qualification). The study recommended the necessity of conducting training courses and workshops to develop the capacity of school principals in the field of crisis management.
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Danielsson, PhD, Erna. "Crisis management made visible: A case study of a school fire." Journal of Emergency Management 19, no. 5 (September 1, 2021): 479–92. http://dx.doi.org/10.5055/jem.0557.
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The aim of this study was to examine how a more inclusive framing of a crisis directs the actors’ understanding of a situation and identifies unrecognized actors in the crisis management process. Crises include various extreme situations and require appropriate management frameworks to be effectively managed. The research is based on interviews with personnel who responded to a school fire and focuses on their interpretations and actions during the incident. The results indicated that the informants framed the crisis as a school fire. Consequently, the incident commander and principal became the core actors. However, an unrecognized management frame was identified, representing teachers who, in response to the crisis, upheld and normalized educational functions. As the frame representing teachers did not fit the established discourse on crisis management, it was not recognized by others involved, hence ignoring the contributions of significant role-players in the operational and pedagogical management of the crisis.
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Balsevičienė, Birutė, and Liuda Šinkariova. "The Peculiarities of Crises Management in Schools." Pedagogika 110, no. 2 (June 10, 2013): 96–102. http://dx.doi.org/10.15823/p.2013.1824.
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Critical incidents are sudden, unexpected, often life-threatening time-limited events that may overwhelm an individual’s capacity to respond adaptively. Crises are sudden, unexpected events that have an “emergency quality” and have the potential to impact on the entire school community. In schools, a crisis might be considered as any situation faced by staff or students causing them to experience unusually strong emotional reactions that may interfere with their ability to perform.
Authors review the research in school crises management in foreign countries, especially in the USA and other western countries and the situation in this field in Lithuania.
There authors describe the definitions of crises and analyze models of crises management in schools. The main object of this research is management of crises in schools and its models. The purpose of this article is to review and summarize the researches in foreign countries and in Lithuania and outline the main directions for the future researches in this field.
The main goals of this article were to disclose the conception of crises in school, to review the research in school crises management in foreign countries and Lithuania, to review practical activities in Lithuania.
The method of this research was the analysis of scientific literature in Lithuania and foreign countries.
The research results and their analysis let draw the following conclusions:
The conception of crises in school is multiple, but there are three main features: incidents are unexpected and sudden, have the potential to impact on the part or entire school community and interfere with their ability to perform.
The most common model of crises management is PPRR model (prevention, preparation, response, recovery model) in schools.
In Lithuania there is the law of crises management in schools, pedagogical psychological services crises management teams were instructed in main crises management principals, schools crises management teams are instructed in these principals, too.
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Duzdar, Gökhan. "Eğitim Kurumlarında Rehberlik Çalışmaları Kapsamında Kriz Yönetimi ve Etkili İletişim Yöntemleri." Journal of Social Research and Behavioral Sciences 9, no. 18 (April 15, 2023): 198–213. http://dx.doi.org/10.52096/jsrbs.9.18.14.
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Maintain the study of crisis management and effective communication methods within the scope of guidance work in this study training process. The elements that make up the educational institution are the management school, teacher, student and institution bodies. Educational institutions include many people with different backgrounds, identities, cultures, understandings and perception skills. Therefore, they are crisis facilities for a space that contains so many different components. Because it is very difficult to answer all these people and satisfy them all at the same time. The school administration consists of the school principal and vice principals, and this team is responsible for school administration and administrative affairs. When this team becomes inadequate and dysfunctional, an environment suitable for crisis occurs. The inability of the managers to understand the main lines of protection and to produce appropriate solutions for the situation, the existing and scattered analysis of the management, and the inability to use the available resources correctly pave the way for crises. In order to manage the crisis well within the scope of school guidance studies, it is necessary to maintain both internal communication and communication with the school environment. Thus, it can collect and mobilize the necessary information for the crisis. The management staff, on the other hand, achieves effective and good results in crisis management with the team spirit established during the training process. Because crisis management is a team work. The school administration continues to evolve during this time. Keywords: Educational Institution, Guidance, Crisis Management, Effective Communication
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Moriarty, Anthony, Robert G. Maeyama, and Patrick J. Fitzgerald. "A CLEAR Plan for School Crisis Management." NASSP Bulletin 77, no. 552 (April 1993): 17–22. http://dx.doi.org/10.1177/019263659307755204.
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Akbaba Altun, Sadegul, and Mustafa Bulut. "How did school administrators manage the crises during the COVID-19 outbreak?" Journal of Global Education and Research 7, no. 3 (December 2023): 234–48. http://dx.doi.org/10.5038/2577-509x.7.3.1275.
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The focus of this research was to investigate how school administrators in Turkey managed the crises caused by the COVID-19 outbreak, which was a deadly threat for humanity worldwide. The research questions guiding this study are: 1) Did schools have a crisis plan? 2) If yes, how was the plan implemented in a crisis situation?; 3) What kind of changes were made in the plans?; 4) What should administrators do in such crisis situations?; and 5) What was done in the COVID-19 outbreak? The research was conducted as a qualitative case study which involved 105 school administrators. Due to the pandemic conditions that hindered direct face-to-face interviews and interactions, data collection was carried out online via a Google drive form with open-ended questions. The findings demonstrated that there were two main headings as the basis for the research problems. The first was the existence of crisis planning by school administrators; the other was the status of implementation of these plans. Finally, how school administrators handled crisis management was pointed out.
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Chatzipanagiotou, Paraskevi, and Eirene Katsarou. "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, no. 2 (January 23, 2023): 118. http://dx.doi.org/10.3390/educsci13020118.
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Contemporary school leadership has always been considered to be one of the most pivotal factors conducive to school effectiveness as well as a driver of change and strategic innovation involving the development of a strong vision, attendant goals and a relevant plan for implementation, monitoring and review. However, the disruption in the provision of educational services caused by the recent COVID-19 pandemic global outbreak revealed deficits in school leadership theory that were largely associated with the adoption of proper crisis management skills by the vast majority of schools’ principals to readily adapt to a new reality and effectively confront upcoming challenges, at both instructional and organizational levels. Interestingly, although crisis management as a notion has been substantially elaborated on a theoretical level and successfully applied in different types of crises, it still has not gained a sustained focus within the field of educational leadership, as evidenced by the notable scarcity of related empirical research. This study addresses this gap in the research via a systematic review of scientific papers, published within the 2019–2022 timespan and compiled under the PRISMA framework, reporting on the challenges faced, the crisis management strategies employed and the personality traits that were most commonly associated with effective crisis leadership throughout the turbulent COVID-19 era.
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Lubna El-Tamimi Nasrala, Mervat Abu Asab Agbaria, Khaled Abu, Lubna El-Tamimi Nasrala, Mervat Abu Asab Agbaria, Khaled Abu. "The degree to which public school principals in East Jerusalem practice managing school crises from the teacher’s perspective: درجة ممارسة مديري المدارس الحكومية في القدس الشرقية لإدارة الأزمات المدرسية من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 5, no. 20 (May 30, 2021): 24–1. http://dx.doi.org/10.26389/ajsrp.l160121.
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This study aimed to know the reality of crisis management among public school principals in East Jerusalem from the teachers ’point of view, and the research was based on the descriptive and analytical approach, and the Nieroch questionnaire (2020) was used with some changes to demographic variables to suit the current study. A random sample was chosen a sample consisting of (233) male and female teachers. The results showed that the degree of practicing public school principals in East Jerusalem in managing school crises got an average (3.58 out of 5), meaning a degree of (high) practice. At the level of domains, the confrontational field before the crisis occurred got the highest average (3.64 out of 5), then the confrontation field. During the occurrence of the crisis at an average of (3.58), and finally the confrontation after its occurrence at an average of (3.52), all of which are of a (high) practice rating, and that school principals have a preconceived perception of any emergency crisis and on all axes of the questionnaire (before, during and after the crisis). The study also found that the ability Managers deal with the crisis before its occurrence is greater than dealing with it after its end, and the study indicated that there are statistically significant differences in the degree of school crisis management among public school principals due to the variables of the teacher’s gender and the gender of the school principal and in favor of males. Based on the results, the researchers presented a set of recommendations and proposals to enhance the culture of crisis management among public school principals in East Jerusalem, all of Palestine and the Arab countries.
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Cariño, Vilma R., and Marie Fe D. De Guzman. "Implementation and Engagement in Crisis Response Management for COVID-19 among Secondary Schools in the Division of Zambales." Scholars Journal of Arts, Humanities and Social Sciences 11, no. 05 (May 13, 2023): 120–33. http://dx.doi.org/10.36347/sjahss.2023.v11i05.004.
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The level of implementation and the level engagement on Crisis Response Management (School Contingency Plans, Mental Health Actions and School Recovery Plans) for COVID-19 from the perspective of the school heads of selected secondary schools in the Division of Zambales were investigated and determined in this study. The study was conducted during the School Year of 2021-2022. The study is descriptive research with survey questionnaire as the main research instrument of data gathering and utilized descriptive and inferential statistics for data analysis. The study showed that majority of the school head-respondents are female, in their adulthood, holders of Master’s degree with EdD units, Principal I, middle income earners and attended at least 5 trainings related to disaster management. The result of the perception showed that the School Contingency Plan is the highly implemented aspect of Crisis Response Management for COVID-19. For the school heads, the Learners are highly engaged in the implementation Crisis Response Management. The ANOVA computation showed that there is significant difference on the perception of school heads on the level of implementation of School Contingency Plans aspect of Crisis Response Management in terms of monthly family income and position. There is significant difference on the perception on the level of implementation of Mental Health Actions in terms of the number of trainings related to disaster management. There is a significant difference on the perception on the level of implementation of School Recovery Plans in terms of monthly family income, position and number of trainings related to disaster management. There is significant difference on the school heads’ perception on Parents and Learners’ Engagement in terms of monthly family income, position, number of trainings related to disaster management. There is a significant high positive relationship between the level of implementation and level of engagement towards crisis ...
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Yıldırım, Kamil, and Ömer Yaşar. "Evaluating Crisis Management Performance of Turkish School Administrations: Covid-19 Pandemic." Kuramsal Eğitimbilim 17, no. 2 (April 15, 2024): 376–403. http://dx.doi.org/10.30831/akukeg.1350962.
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In this study, the crisis management performance of the Turkish Education System and School Administration in the case of the Covid-19 Pandemic was evaluated by considering the importance of post-crisis evaluation and research gap. For this purpose, qualitative (N=17) and quantitative (N=444) data of the experiences and opinions of school administrators working in formal compulsory schools selected by purposeful, random and available sampling techniques from different provinces representing first-level statistical regions were evaluated. Crisis management performance evaluation criteria, which were created by a literature review, were utilized in the evaluation. Semi-structured interviews and questionnaires were used to collect data. We implemented both content analysis and descriptive statistics in line with the mixed method exploratory sequential research design. We first carried out the content analysis then, we investigated the prevalence of the matter by surveying. At the last phase of the analysis, we synthesized the qualitative and quantitative results. At the end of the study, it was observed that the crisis management practices of the Turkish Education System were not based on a long-term foresight, no preliminary preparation was made, and the problems in performing the basic functions during the crisis could not be completely resolved. For this reason, it has been concluded that the performance of the Turkish Education System and school administrations in managing the crisis is low.
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Jabeen, Mehwish. "School Crisis Preparedness/ Prevention and Management: A Survey of School Stakeholders." Pakistan Social Sciences Review 3, no. II (December 31, 2019): 346–63. http://dx.doi.org/10.35484/pssr.2019(3-ii)27.
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Alhussein, Eman B., Khowla A. Ghnaim, and Nagham Abu Albasal. "The Degree to Which the School Principals of Public Schools in the Kasbah of Salt Possess Schools’ Crisis Management Skills from the View Point of Counselors." Journal of Educational and Social Research 10, no. 5 (September 23, 2020): 168. http://dx.doi.org/10.36941/jesr-2020-0097.
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This study aimed to investigate the degree to which the principals of public schools in the Kasbah of Salt possess the skills of school crisis management from the viewpoint of the counselors, and the study sample consisted of (75) counselors, who were randomly chosen during the second semester of the academic year 2019-2020.The descriptive approach was used where the researcher prepared a questionnaire consisting of (52) items, distributed on four domains of crisis management skills (preventive skills to avoid the occurrence of the crisis, planning skills to face the crisis, administrative skills to deal with the crisis during its occurrence and administrative skills (treatment) after the crisis ended. Its validity and reliability were verified. The study results showed that the degree of educational principals' possession of school crisis management skills was moderate. The results also showed statistically significant differences in the degree of principals’ possession of school crisis management skills attributed to gender in favor of males. The results also showed statistically significant differences in the degree of possession due to the variable of experience, and the absence of statistically significant differences attributable to the variable of academic qualification, educational stage, some recommendations were made in light of the results of the study.
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Murfi, Ali, Irwan Fathurrochman, Atika Atika, and Nora Saiva Jannana. "Kepemimpinan Sekolah dalam Situasi Krisis Covid-19 di Indonesia." MANAGERIA: Jurnal Manajemen Pendidikan Islam 5, no. 1 (June 4, 2020): 119–36. http://dx.doi.org/10.14421/manageria.2020.51-07.
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Coronavirus disease (Covid-19) is shaking the world. This massive event triggered by infectious disease is beyond the predictions of many people, even practitioners, and experts in the field of crisis management. Now all sectors are affected, including the world of Education. Academic leaders respond by moving their educational activities and those related online. The decision to pivot into distance learning is made quickly. This research focuses on highlighting how the headmaster's leadership in carrying out crisis management in the Islamic School of Al-Azhar Cairo Yogyakarta by going through the stages, namely 1) Before the Crisis, 2) During the Crisis, 3) After the Crisis. This research uses a qualitative method with the type of case study. The results showed that Before the Crisis stage was carried out by implementing the Covid-19 Prevention Literacy policy. The stages during the crisis are carried out with (a) Health Talk, (b) Learning from Home Policy, and (c) Video and Podcast Challenge. After the crisis phase, the principal develops a collaborative approach to leadership, evaluating, and controlling the various effects of the crisis to prevent future crises. Crisis management is needed so that schools can be better prepared to deal with crises and reduce their impact so that the learning process and managerial activities can continue to run productively.
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Ahmad BAKRI, Naela. "THE DEGREE OF CRISIS MANAGEMENT PRACTICE IN PRIMARY SCHOOLS FROM THE PERSPECTIVE OF TEACHERS AND PRINCIPALS WITHIN THE GREEN LINE IN LIGHT OF THE CORONA PANDEMIC: DEVELOPMENT PROPOSALS." RIMAK International Journal of Humanities and Social Sciences 05, no. 01 (January 1, 2023): 715–40. http://dx.doi.org/10.47832/2717-8293.21.42.
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The study aims to identify the levels of crisis management among primary school principals inside the Green Line in the context of the COVID-19 pandemic from the perspective of principals and teachers by using mixed research, descriptive survey method and conducted interviews. The study sample consisted of (374) principals and teachers in primary schools, selected randomly and then interviews were conducted with a purposive sample of (17) teachers and principals experts. The results revealed a large degree in the crisis management process, and statistically significant differences attributed to job title variables in favor of the "principals" group, educational qualification in favor of the "bachelor degree" group, and years of experience in favor of the "less than 5 years" group. It featured a series of development proposals on crisis management, including four crisis management hubs (technical skills, cognitive skills, self-skills and humanitarian skills), The proposals highlighted the strengthening of managerial agility during crisis management among primary school principals.
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Pavlov, Nikolay. "Conceptualizing EU Crisis Management." European Foreign Affairs Review 20, Issue 1 (February 1, 2015): 23–42. http://dx.doi.org/10.54648/eerr2015003.
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The main purpose of this article is to contribute to the conceptual framework of EU crisis management. As an evolving and politically sensitive concept EU crisis management still lacks a solid conceptual and theoretical basis which undermines its credibility and performance. The research hypothesis is that the conceptual deficit in EU crisis management is first and foremost an ideological issue. EU crisis management has no adequate ideological basis and, subsequently, no adequate conceptual and strategic framework. The theoretical approach to define EU crisis management within the liberal school of international relations is examined and critically assessed. The main conclusion is that strengthening the ideological basis is a must for more effective conceptual, strategic and institutional development of EU crisis management. Finally, a Methodology for the validation of novel crisis management concepts is proposed. By testing alternative conceptual and governance models the innovative Methodology for strategic-level Concept Development and Experimentation (CD&E) could provide scientific support for the establishment of the European Union's crisis management system.
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Ashraf Mohammad Abu Khayran, Atef Mahmoud Alarjan, Ashraf Mohammad Abu Khayran, Atef Mahmoud Alarjan. "The Reality of Crisis management among public school principals in Hebron Governorate during the Corona pandemic: واقع إدارة الأزمات لدى مديري المدارس الحكومية في محافظة الخليل خلال جائحة كورونا." مجلة العلوم التربوية و النفسية 5, no. 48 (December 28, 2021): 51–20. http://dx.doi.org/10.26389/ajsrp.k100621.
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This study aimed at researching the reality of crisis management among public school principals in the Hebron governorate during the Corona pandemic, and this study was conducted on all public-school principals and principals in the Hebron governorates in the second semester of the academic year 2020/2021 on a sample consisting of (281). As principals, the descriptive approach is used, whereby the study tool that relates to crisis management for government school principals in Hebron Governorate during the Corona pandemic was built: Reality and Obstacles, and the tool’s validity and stability were sure. The study found that the reality of crisis management among public school principals in the Hebron governorate during the Corona pandemic came to a large extent, and the existence of differences in the reality of crisis management among public school principals in the Hebron governorate during the Corona pandemic from the viewpoint of government school principals in the Hebron governorate depending on the educational qualification variable and in favor of the academic qualification Master and above, and according to the variable of the directorate and in favor of the Hebron district, and according to the school gender variable in favor of schools Females by averages. The study found that obstacles to crisis management among public school principals in Hebron Governorate during the Corona pandemic came to a large extent And based on the results of the study, the recommendation: Giving the school director greater powers so that he can cope with any crisis he faces through his work, and work to provide the teaching bodies with training, internet and computers to enable them to work on teaching students according to the distance education programs approved by the ministry, And the participation of school principals in drawing up plans in the directorates and at the level of the ministry, due to their good knowledge of the reality through the nature of their work.
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Geropoulos, Panagiotis, Kostis Tsioumis, and Ioannis Loufopoulos. "Pedagogical leadership practices for the management of Covid-19 pandemic in the Greek school system." Journal of Studies in Education 11, no. 3 (July 5, 2021): 59. http://dx.doi.org/10.5296/jse.v11i3.18726.
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The subject of this paper is the management of the health crisis Covid-19 in school units. The purpose of this study is to examine the behaviors and practices applied by secondary school head teachers during the first phase of the pandemic. At the same time, it investigates the educational conditions that developed after the health crisis and the effects that secondary schools received in Greece. The interviews were conducted in the summer and autumn of 2020. It concerns the period after the 1st phase of the pandemic and shortly before the function of the schools is suspended again in October. Head teachers were asked to express their thoughts and feelings about the health crisis and education. The collected data showed important findings of the implementation of distance education that took place between March and May 2020. The results of the interviews seem to show the inadequate level of readiness of the state mechanism to cope with the educational requirements arising from the crisis.
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Amalliah Kadir. "CRITICAL THINKING EFFECTIVE EDUCATION RESOURCES MANAGEMENT DURING THE CRISIS OF THE 21st CENTURY." J-ABDI: Jurnal Pengabdian kepada Masyarakat 2, no. 4 (August 24, 2022): 4651–56. http://dx.doi.org/10.53625/jabdi.v2i4.3230.
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In general, there is a wide gap in the quality of education between education in our country and the quality of education in developed countries, although in some individual achievements at the international level, Indonesian children are able to excel. The wide gap in the quality of education in Indonesia is reflected, among other things, from the results of a study on reading ability for elementary school (SD) conducted by the International Educational Achievement (IEA) organization which conducted a research called Trend in International Mathematics and Sciences Study (TIMSS) in in 1999 which indicated that elementary school students in Indonesia were in 38th place out of 39 countries studied. Meanwhile, for junior high school (SMP) level, the study for mathematics ability of junior high school students in Indonesia was only 39 out of 42 countries studied, and natural science (IPA) skills only ranked 40 out of 42 countries studied. In 2003, the same research was conducted. To catch up with education, the government launched a superior school policy. This policy is expected to be able to improve the quality of education, especially schools. This policy is stated in the Strategic Plan of the Ministry of National Education 2010-2014, namely by doing: 1. Development of local excellence-based schools in each district/city. 2. Construction of quality schools commensurate with international education management in each province/district/city. Before the policy of superior schools proclaimed by the government was set, actually schools that could be categorized as superior schools had been scattered in this country, unfortunately most of them were scattered in big cities. Until 2020, the survey results prove that the State of Indonesia is in 10th place from the bottom with other countries in terms of literacy and science. This article uses library research methods from books and journals, aiming to find out how effective HR quality is in 21st century education unit management.
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Adrian Alin, Iosif, and Stănescu Monica. "Romania and Israel: The Link Between Physical Education and Socio-Political Crisis Situations." GYMNASIUM 25, no. 1 (June 16, 2024): 145–65. http://dx.doi.org/10.29081/gsjesh.2024.25.1.10.
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This study compares the motor skills of students at a Jewish School in Romania, examining their relevance in socio-political crises. It explores the link between motor proficiency and crisis response, finding significant differences in speed, agility, and coordination, likelyinfluenced by cultural and socio-economic factors. These findings stress the importance of motor skills for readiness and adaptability in crises, highlighting the interplay between physical abilities, educational settings, and societal contexts. Understanding this relationship can enhance crisis management strategies and resilience among students. The research emphasizes integrating physical capabilities into broader crisis management frameworks to foster effective responses to socio-political challenges.
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Grant, Theresa Wolf. "Bring Your First Aid Kit: An Unannounced Mock Drill." Journal of School Nursing 18, no. 3 (June 2002): 174–78. http://dx.doi.org/10.1177/10598405020180030901.
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Disaster preparedness has taken on new significance in our country since September 11. School nurses, advocates for school safety, must address new challenges in crisis management and emergency response. Our nation’s schools remain relatively safe places, yet well-known events in the last few years dictate the need for movement from attitudes of complacency and denial toward vigilance. Natural disasters, accidents, and violence can threaten the well-being and lives of students and staff, and in a few short minutes a peaceful learning environment can change into one of chaos with multiple casualties. Although schoolwide drills for events such as tornadoes, explosions, and shootings remain imperative, they do little to prepare the school nurse for her role in immediate response. Staging an unannounced mock disaster at a districtwide nurse meeting is one way to ensure a higher level of preparedness. It also acknowledges the legitimate concerns of crisis competency among school nurses who are often and understandably the most trusted first responders to health crises on campus.
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Al-Azri, Ibtesam Salim, and Abdul-Aziz Al-Maaitah. "The Availability Degree of the Application Requirements of the Crisis Management Skills among school principalsin Muscat Governorate in the Sultanate of Oman." Jordanian Educational Journal 9, no. 2 (April 30, 2024): 289–313. http://dx.doi.org/10.46515/jaes.v9i2.680.
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The study aimed to identify the availability degree of the application requirements of the crisis management skills among school principals in Muscat Governorate in the Sultanate of Oman. The descriptive approach has been used to have this study applied via a survey of 45 items distributed to 5 domains and applied to a sample of 62 male and female principals drawn randomly from the population. The study has reached a number of results the most important of which is that the arithmetic mean related to the availability degree of the application requirements of the crisis management skills have demonstrated large estimates. The domain of dealing with crises when they occur came first followed by the domain of benefiting from crises after they occur and lastly the domain of crisis prevention skills. The results have also demonstrated the absence of differences of statistical significance in all domains regarding the two sex and education stage variables. The study has recommended a number of mechanisms in order to develop the prinipals crisis management skills, including the increase in the number of workshops and training programs that are specialized in crisis management with emphasis on real examples and practical applications, as well as the execution of training programs on how to prevent crises.
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Fauzi, M. Risky, and Reni Matofiani. "Peran Pemimpin dalam Kebijakan Pembelajaran Selama Krisis COVID-19." Nusantara: Jurnal Pendidikan Indonesia 2, no. 1 (January 31, 2022): 141–64. http://dx.doi.org/10.14421/njpi.2022.v2i1-9.
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COVID-19 has had an impact on many areas of life, including education. This study aims to determine the role of leaders in learning policies in the COVID-19 crisis at SMAIT Al-Fityan School Gowa, South Sulawesi. This study uses a qualitative method. While the data collection using the method. The results showed that the stages of crisis management at SMAIT Al-Fityan School Gowa during the COVID-19 pandemic went through the following stages: crisis management planning included providing health education literacy by placing posters on how to wash hands properly in school corners; provide sink facilities for school residents to wash their hands before eating; and organize sports together for all school staff of Al-Fityan School every Wednesday. Then the management phase during the crisis includes the process of preventing and handling COVID-19 and policies to support the learning process. At the management stage after the crisis with the renewal of learning media and evaluation of learning outcomes.
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Sarnoto, Ahmad Zain, Akhmad Shunhaji, Sri Tuti Rahmawati, Rachmat Hidayat, Amiroh Amiroh, and Ahmad Hamid. "urgency of education crisis management based on Islamic boarding schools during the COVID-19 pandemic." Linguistics and Culture Review 5, S3 (December 16, 2021): 1764–74. http://dx.doi.org/10.21744/lingcure.v5ns3.2000.
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This study examines the urgency of Islamic boarding school education crisis management during the COVID-19 pandemic. This type of research is library research with qualitative methods. Data were collected from library sources with a sociological approach. The theory used is crisis management. The findings of this study are: first, Islamic boarding school-based education is vulnerable to external disturbances, including the COVID-19 pandemic. Second, Islamic boarding school-based education in Indonesia has diverse resilience in overcoming the pandemic, therefore some are carried away by the government's political policies, while others are trying to survive. Third, the pros and cons of Islamic boarding school policies revolve around technical strategies to respond to the pandemic situation as well as in responding to government policies. Fourth, the urgency of crisis management for Islamic boarding school-based education. This research contributes efforts to improve the management of boarding school-based education in Indonesia in general and to structure a better foundation for crisis management in Islamic boarding school education.
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Лоханова and Valyentina Lokhanova. "Forecasting in Crisis Management Organization." Administration 4, no. 4 (September 19, 2016): 91–98. http://dx.doi.org/10.12737/22795.
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The relevance of scientific research in the field of crisis management due to the depressed state of the
Russian economy, including its business sector. One of the important directions of the scientific school of the
Department of corporate management is forecasting the development of the organization in crisis. The article
defines the essence of anti-crisis forecasting, its objective, stages and influencing factors. Special attention
is given to forecasting methods, their classification, selection criteria. The contribution of famous Russian
and foreign scientists to the theory of forecasting of bankruptcy of the organization, a comparative analysis
of the advantages and disadvantages of different methods of forecasting. The list of critical indicators of the
probability of bankruptcy.
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Saiful Azlan, Othman, Ibrahim Mohd Burhan, Salleh Mohammad Johdi, and Md Sidek Suzana Suhailawaty. "School Leaders’ Leadership Practices and Their Influence on Crisis-Related Problem-Solving and Decision-Making: A Multi-Site Case Study." IIUM Journal of Educational Studies 12, no. 1 (January 31, 2024): 50–73. http://dx.doi.org/10.31436/ijes.v12i1.515.
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This study explores how the leadership practices of school leaders influence their ability to solve problems and make decisions effectively in times of crisis. It employs a qualitative research design where a series of semi-structured interviews were carried out with six secondary school leaders, ages 55 to 59, from three different education district offices (Pejabat Pendidikan Daerah or PPDs) in a northern Malaysian state. Each participant has at least 30 years of experience in education and has served in the position of school leader for at least three years. From the thematic analysis of the interview data, four leadership practices on problem-solving and decision-making during crises were identified, i.e., providing guidance and direction; inspiring and empowering; collaborative problem-solving and decision-making; and adopting a service-oriented approach, which is an eclectic approach to leadership. The findings highlight the critical importance of strategic problem-solving and decision-making in overcoming challenges faced by schools. It also highlights how effective leadership ensures the resilience and success of a school, its community, and relevant stakeholders by fostering a supportive and collaborative environment, promoting proactive problem-solving, and prioritising service to students and staff during crisis. This research provides valuable insights for school leaders and policymakers seeking to enhance leadership effectiveness in crisis management.
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Sunday O, Dr Onwe,, and Nwogbaga, David. "The Causes of Conflicts and Crisis in School Management." IOSR Journal of Humanities and Social Science 19, no. 12 (2014): 08–12. http://dx.doi.org/10.9790/0837-191250812.
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Tokel, Aytaç. "Assessment of crisis management skills of secondary school administrators." Quality & Quantity 52, S1 (February 12, 2018): 901–12. http://dx.doi.org/10.1007/s11135-018-0708-7.
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Tattum, Delwyn. "A whole-school response: From crisis management to prevention." Irish Journal of Psychology 18, no. 2 (January 1997): 221–32. http://dx.doi.org/10.1080/03033910.1997.10558141.
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Hasbullah, Hasbullah, and Ahmad Sanusi Sanusi. "Quran-Based Early Childhood Education Management." JURNAL PENELITIAN KEISLAMAN 19, no. 2 (December 30, 2023): 159–75. http://dx.doi.org/10.20414/jpk.v19i2.7456.
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One of the problems that the Indonesian education is facing is the crisis of character. The lack of religious understanding is one of the factors that trigger the crisis of character. Therefore, strengthening religious education is one of the concrete steps to alleviate the crisis. PAUD Tahfidz al-Kautsar is one of the early childhood education institutions that provides education with a focus on strengthening the understanding and internalization of Islamic values and teachings for the prevention and mitigation of future character crisis. This institution implements Qur’an based learning. This research investigated how PAUD Tahfidz al-Kautsar is implementing Qur’anic based early childhood education. The research is a qualitative study in nature with the main informants being the head of the foundation, the director of the school, and the teachers of the school. Direct observation, documentation and in-depth interviews with informants were used to collect data.
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Sawsan Ali Mohammad Abu Hammad, Sawsan Ali Mohammad Abu Hammad. "The reality of activating Crisis Management in distance education from the point of view of school principals on the primary stage schools of the Sahab Brigade Directorate: واقع تفعيل إدارة الأزمات في التعليم عن بعد من وجهة نظر مدراء المدارس بالمرحلة الأساسية لمديرية لواء سحاب." مجلة العلوم التربوية و النفسية 6, no. 13 (March 29, 2022): 44–63. http://dx.doi.org/10.26389/ajsrp.c060721.
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The study aimed to identify the reality of applying the thought of crisis management from the point of view of school principals on the primary stage schools of the Sahab Brigade Directorate, and in order to achieve the study target the descriptive analytical method was used by applying a questionnaire consisting of 30 items on a sample of 32 principals of primary stage schools. The study concluded that there is a medium degree of application of crisis management thought in the distance education process from the point of view of principals of primary stage schools with an average of (2.46 out 5), beside that the obstacles and difficulties of crisis management from the point of view of principals of primary stage schools comes with a medium degree with an average of (2.76), and the importance of applying the crisis management thought in distance education from the point of view of principals of primary stage schools comes with a medium degree (2.46). So, the researcher recommended making an electronic scale developed to measure the level of application of crisis management mechanisms and procedures and encourage them, and conducting remote training courses for leaders and work teams in educational institutions for training in crisis management and preparing unified guides that are circulated to help in Implementing crisis management strategies and procedures in educational institutions and continuing to implement continuous opinion polls on the obstacles and difficulties facing crisis management in order to work on overcoming them.
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Smart, Rajah E., Phillip Caldwell, Jed T. Richardson, and Grant Sim. "The Crisis of Michigan’s Public School Funding and Its Influence on Human Resources Management." Journal of Education Human Resources 41, no. 3 (July 1, 2023): 477–513. http://dx.doi.org/10.3138/jehr-2021-0066.
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Human resource management (HRM), particularly within urban public school districts, cannot generate adequate resources to compensate for inflation and cannot offer adequate instructional programs similar to those found in larger districts, resulting in inequity in educational opportunities. Studies have emphasized the importance of staffing schools with quality teachers, as this has the greatest effect on student achievement. School district HRM units with high-percentage Black and under-resourced (free and reduced-priced lunch) students are challenged with recruiting, retaining, and compensating highly effective and diverse educators. The challenge is reflected in outcomes such as teacher turnover rates in Michigan’s under-resourced districts and districts serving high percentages of Black students. This study sought to explain Michigan’s historical and current public school funding structures that exasperate Black and under-resourced districts’ HRM pressures, utilizing the integrated tenets of critical race theory (CRT) and critical policy analysis (CPA) to understand how history has affected policy creation and implementation of funding. This study applied select tenets of CRT and CPA through quantitative analysis of school funding to determine the extent of the impact on HRM seeking to staff schools.
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Ndung’u, Martin Mungai, John Kitur, and Rosemary Mbogo. "An investigation on the extent of utilisation of social networking sites in crisis management of public secondary Schools in Nairobi County, Westlands Sub-County." Journal of Education Management & Leadership (JEML) 3, no. 1 (February 8, 2024): 170–94. http://dx.doi.org/10.51317/jeml.v3i1.472.
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This research study investigated the role of Social Networking Sites (SNS) in communication during crises in public secondary educational institutions within Westlands Sub County – Nairobi County. There has been increased usage of communication tools such as the Social Networking Sites (SNS). SNS are virtual communities where users create profiles to interact with people on shared interests. Every organisation encounter crises at some point, and public schools are no exception. SNS has been used to either propagate or crisis. The research was done using a mixed method, incorporating qualitative and quantitative data. Data was collected from principals, teachers, parents, union and MOE officials within the Nairobi County, Westlands Sub-County using questionnaires and interviews. Data was presented descriptively through percentages, figures and tables. The results showed (78%) of the respondents identified SNS as communication platforms used in crisis management in schools. The results depicted high usage of platforms such as WhatsApp and Facebook. In addition, (71%) of parents preferred venting their grievances on SNSs before addressing them with the school. However, they were reluctant to communicate with the administration on the same platforms. About (15%) of administrators used the SNS platforms for communication during a crisis. The study findings will be useful to managers of public schools and other stakeholder of education in Kenya.
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Khalaileh, Nasmat Yousef, Mohammad Ali Ashour, and Tareq Yousef Jawarneh. "The Effectiveness of Administrative Decision-Making Among Middle School Principals in the North Region within The Green Line and its Relation to Crisis Management in light of Corona Pandemic from Teachers’ Point of View." Jordanian Educational Journal 9, no. 1 (January 30, 2024): 642–65. http://dx.doi.org/10.46515/jaes.v9i1.569.
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The study aimed to investigate the degree of effectiveness of administrative decision-making among middle school principals in the North region within the Green Line and its relationship to crisis management in light of the Corona pandemic from the teachers' point of view. The study used the correlational descriptive methodology and the questionnaire as a study tool after confirming its validity and reliability. The sample consisted of (362) middle school teachers, who were chosen using simple random sampling. The results showed that the degree of effectiveness of administrative decision-making and the level of crisis management among middle school principals in light of the Corona pandemic were high, and the existence of a positive correlation between the effectiveness of administrative decision-making and the level of crisis management among middle school principals in light of the Corona pandemic. The study recommended delegating to principals more power that enables them to take decisions in a decentralized manner, and to form crisis management committees at the school level to be in permanent session.
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Dimple, Dimple, Deepak Datta Nirmal, Manoj Kumar, and Veerma Puri. "Ordeal or opportunity: IDPS journey through COVID-19 pandemic." Emerald Emerging Markets Case Studies 12, no. 2 (August 19, 2022): 1–24. http://dx.doi.org/10.1108/eemcs-01-2022-0008.
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Learning outcomes This case enables students to understand the nature of a typical crisis and manage a crisis drawing insights from the protagonist handling of the crisis and from the various crisis management models in the literature. The rich description of the impact of COVID-19 pandemic on the world in this case enables students to understand the nature of a typical external crisis. The critical appraisal of the protagonist’s plans and actions to overcome the crisis enables students to appreciate the various crisis management frameworks or models. In addition, students get perspectives about the leadership skills and competencies required during a crisis. In this way, students will not only learn about the theoretical concepts related to the crisis but also the practical know-how to effectively handle the crisis. Case overview/synopsis This case study describes the functioning of the International Delhi Public School (IDPS) Akhnoor, Jammu, and Kashmir, India, through the COVID-19 global crisis. The IDPS academic operations were disrupted because of the COVID-19 global crisis in March 2020. The protagonist, KCS Mehta, the school principal of IDPS, faced with the crisis, takes various steps to ensure the smooth transition of school’s academic operations from the physical mode to the online mode. This case explains the nature of an external crisis that completely crippled the organization’s day-to-day operations and how the organization’s leader tried to manage the crisis to revitalize the organization’s operations. The case can be used for teaching of alternate Models of Crisis Management and Change Management. Complexity academic level The case is developed to teach the courses of Executive training programs and MBA programs in business schools. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.
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Kingshott, Brian F., and Douglas G. McKenzie. "Developing Crisis Management Protocols in the Context of School Safety." Journal of Applied Security Research 8, no. 2 (April 2013): 222–45. http://dx.doi.org/10.1080/19361610.2013.765339.
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Degnan, Edward, and William Bozeman. "An Investigation of Computer-Based Simulations for School Crisis Management." Journal of School Leadership 11, no. 4 (July 2001): 296–312. http://dx.doi.org/10.1177/105268460101100403.
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This article describes the research and development associated with creating a computer-based simulation used for training school personnel in crisis management. Specifically, the paper addresses the data collection and analysis involved in developing a simulated event, the systems requirements for the simulation, and a case study of application and use of the completed simulation.
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Danielsson, Erna, and Angelika Sjöstedt‐Landén. "Leader Normativity in Crisis Management: Tales From a School Fire." Risk, Hazards & Crisis in Public Policy 11, no. 2 (December 5, 2019): 139–65. http://dx.doi.org/10.1002/rhc3.12182.
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Hartono, Juni, Aswandi Aswandi, and Sukmawati Sukmawati. "The Effect of Class Management and Identity Crisis on Class 7 of Students’ Behavior Digression at Junior High School in Sambas District." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 354. http://dx.doi.org/10.26737/jetl.v4i2.1902.
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Students' behavior digression can be caused by factors that originate in students who are experiencing an identity crisis or teacher classroom management in the class is less effective. This study aims to describe the effect of class management and identity crisis together on behavior digression of class VII ( 7th Grade) students in the state junior high school class in Subrayon 4 Tebas, Sambas District. The research method used is descriptive expost method, with a quantitative research approach. The population in this study were all public junior high school teachers in Subrayon 4 Tebas, Sambas District as many as 174 people and the samples were taken by random sampling. The data needed in this study are in the form of questionnaires regarding class management, student identity crisis, and behavior digression of state junior high school students in Subrayon 4 Tebas, Sambas District. The data sources in this study were primary sources (through respondents) and secondary (through documents) consisting of teachers who taught at State Junior High School in Subrayon 4 Tebas of Sambas District, students who sat in class VII of state junior high school in Subrayon 4 Tebas of Sambas District, the results of data from BP teacher and homeroom teacher. The data collection technique chosen in this study was using indirect communication techniques with a data collection tool using closed questionnaires. The results of the research obtained are (1) teacher class management influences student behavior digression; (2) there is significant influence between student identity crisis and behavior digression; (3) there is a jointly significant relationship between teacher class management variables and student identity crisis towards student behavior digression. Based on the results of the research conducted, it can be concluded that teacher classroom management and student identity crisis significantly influence students' behavioral deviations in the class VII of state junior high school in Subrayon 4 Tebas, Sambas District.
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Ardhian, Dany, Eti Setiawati, Sony Sukmawan, Fredy Nugroho Setiawan, and Elisabeth Worobroto Purwaningrum. "THE NARRATIVE OF THE ENVIRONMENTAL CRISIS: STUDY ON TEXT IN PUBLIC SPACE AT MALANG SCHOOL, INDONESIA." Asian People Journal (APJ) 3, no. 1 (April 30, 2020): 122–31. http://dx.doi.org/10.37231/apj.2020.3.1.169.
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Environmental crisis is problems of human behavior. Humans mistakenly view nature and mistakenly place themselves in the context of the whole universe. Mistakes of the human perspective on nature stem from anthropocentric ethics. Excessive and irresponsible exploitation of natural resources is a manifestation of anthropocentric behavior. Human anthropocentric behavior portrayed creatively in the outdoor media in the school's internal public space. Some posters displayed in several schools in the Greater Malang region show strong symptoms of anthropocentric behavior. This qualitative study describes the results of linguistic landscape data to find the symbolic function of environmental crisis. The research data in the form of visual-verbal information and ecological ideas were taken from poster displayed in public spaces around the school at public and private Junior, Senior, and Vocational high school in Malang City, Indonesia. Data was collected using documentation (photography) and analyzed ethnographically. As a result, environmental education posters contain ideas about the environment, namely crisis, and conservatives. These two ideas simultaneously make confusion an ethical orientation. The intended ethical orientation is wise behavior in water use, waste management, and environmental sustainability. In addition to messages on waste handling and management and saving water, educational posters also convey crisis messages. As a follow-up, the findings of this study can be used in the curriculum at school so that poster material can become a learning medium.
Keywords: environmental crisis, environmental education poster, waste management, apocalypse
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Lemieux, Olivier, Jean Bernatchez, and Anne-Michèle Delobbe. "Point de vue des directions et des directions adjointes d’établissement du réseau scolaire public québécois sur la dynamique de prise de décision en contexte de crise au moment de la première vague de la COVID-19." Canadian Journal of Educational Administration and Policy, no. 202 (May 26, 2023): 84–97. http://dx.doi.org/10.7202/1099984ar.
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The crisis of the COVID-19 is presented as a rupture event likely to have a structuring impact on the Quebec school system. What are the political and pedagogical issues that emerge from the management of this crisis in the Quebec school system, from the point of view of school principals, key players in school governance? Our study is part of the theoretical field of educational policy analysis. The analysis of scientific literature, the monitoring of current events in the education sector and the conduct of semi-directed interviews with school principals are the research strategies used to map out the events and measures related to the management of the crisis in the Quebec school system from February 2020 to August 2020. We discuss the reported impact of these events and measures on school organization and learning. We present some findings that relate to organizational learning.
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Nurhadi, A. Ashari, and S. A. Sutrisnowati. "Developing Sustainable Schools in the Shadow of Active Stratovolcano: A Study at Disaster-Prone Areas of Merapi Volcano." IOP Conference Series: Earth and Environmental Science 884, no. 1 (November 1, 2021): 012008. http://dx.doi.org/10.1088/1755-1315/884/1/012008.
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Abstract Education is a right for people that must be given to children, even in an emergency of eruption disaster. To ensure the sustainable education during the crisis situations, ideas on how to develop a sustainable school system in the stratovolcano area which is prone to eruption disaster are needed. This research was conducted at schools located in the western side of Merapi Volcano, attempting to provide alternative information about the potential and role of schools in providing education during emergency situations of eruption disaster. Data in the study were collected through interviews, observations, remote sensing image interpretations, and documentations. Data were analysed by scoring and spatial analysis using geographic information systems. The results of the study are as follows. First, schools have the potential to provide education during the disaster emergency situations. School potential consists of physical infrastructure and human resource potential in the form of the role of the principal and teachers. Second, most of the level of school preparedness in facing disasters is still in the low category. This needs to be strengthened to ensure that the schools continue to function during the crisis period. Last, a division of roles in the sister school system is needed based on the location of the school toward the eruption centre. The schools in the safe zone act as a buffer for schools in vulnerable areas. Overall, schools have the potential to keep running the learning process during the crisis periods. This requires good management through the sister school system within the framework of sustainable school initiatives.