Educational leadership practices for emergency preparedness decision-making and coordination in conflict-affected school systems
Alaa Aladini, Khalid Almashikhi, Faical Ben KhalifaPurpose
This study aims to examine the role of educational leaders in managing emergency response during wartime conditions in Gaza through a modern administrative lens. It aims to evaluate leadership practices related to strategic decision-making, communication, preparedness and policy alignment in conflict-affected school systems. By applying a convergent triangulation mixed-methods design, the study seeks to provide a holistic understanding of how leadership functions under extreme and prolonged crisis conditions and to bridge the gap between traditional crisis management approaches and contemporary administrative theories in education.
Design/methodology/approach
A convergent triangulation mixed-methods study design was used to assess the role of educational leaders in emergency response using a modern administrative perspective. Survey-based data was gathered from 54 principals and deputy principals from public and United Nations Relief and Works Agency (UNRWA) schools in Gaza, semi-structured interviews were conducted with 13 educational leaders, and emergency management-related institutional records were analyzed from 13 schools using a coded checklist. A triangulation matrix was then applied to identify the key areas where findings from all the three data sources converge or diverge.
Findings
A moderate level of effectiveness of educational leaders was observed across the themes of strategic decision-making, communication/coordination, emergency preparedness and the application of modern administrative practices; with adaptive and timely decision-making capabilities being evident across most of the leaders. Limited use of accurate information for decision-making was observed, accompanied by further noted constraints in coordination with external stakeholders; staff training for emergency preparedness; and the use of structured, systemic mechanisms for review and evaluation procedures.
Research limitations/implications
The study is context-specific, focusing on public and UNRWA schools in Gaza during wartime, which may limit generalizability to other settings. The relatively small sample size and reliance on self-reported data introduce potential response bias. Institutional documentation was occasionally incomplete due to crisis-related disruptions. Despite these constraints, the triangulated design strengthens internal validity and offers a robust methodological model for examining leadership in high-risk educational contexts. Future research may expand comparative analyses across different conflict or disaster-affected regions.
Practical implications
Findings highlight the need for systematic leadership training in crisis preparedness, data-informed decision-making, emotional intelligence and structured evaluation mechanisms. Policymakers should institutionalize emergency management frameworks that incorporate distributed leadership, decentralized governance, and digital communication tools. Regular drills, documentation protocols, and structured reflection processes should be embedded within school systems. Strengthening institutionalized preparedness rather than relying solely on individual leader experience can enhance sustainable resilience in conflict-affected educational environments.
Social implications
The study underscores the central role of school leadership in protecting students’ safety, maintaining psychological stability and ensuring educational continuity during war. Effective emergency leadership contributes to community resilience and trust in educational institutions under extreme uncertainty. By promoting structured crisis governance, the research supports broader social stability in fragile contexts and reinforces education as a protective factor in humanitarian emergencies.
Originality/value
This study contributes to the literature by integrating modern administrative perspectives with crisis leadership research in a prolonged conflict setting. Unlike predominantly single-method studies, it uses a convergent triangulation design combining survey, interview and document analysis data. It advances theoretical and practical understanding of educational leadership in extreme contexts and provides empirically grounded insights for strengthening institutional resilience in crisis-affected school systems.