Abstract:

Earthquakes are natural disasters that can affect the performance of schools, educators, and student success. In light of the recent earthquakes that occurred in Türkiye on February 6, 2023, efforts by both authorities and researchers are underway to assess the effects of the earthquake on the education, staff, and students. In this regard, the perspectives of school managers who remained in their positions following the earthquakes and diligently fulfilled crucial responsibilities hold significant value. A limited number of studies have narrowly examined past educational crises caused by earthquakes. However, the effects of these earthquakes, labeled by government officials as the disaster of the millennium, on education services in the zone have not been fully clarified. Consequently, the current study concentrates on the educational conditions, practices, and expectations within the earthquake-devastated zone. The study was conducted in Elbistan district of Kahramanmaraş, known to be one of the two epicenters of the earthquake. The methodology of phenomenological design was employed during the investigations. The views of 10 school managers (four principals and six vice principals) were obtained for the purpose of the study. The results unveiled insufficiencies in the educational environment within the earthquake zone, with limited and challenging educational practices prevalent. However, respondents highly appreciated the efforts made. Findings uncovered that the educational services in the earthquake zone were incapacitated due to physical problems and managerial inefficiencies. Participants had significant expectations regarding enhancing physical conditions, receiving psychological support services, and improving staff procedures (such as payments, transfers, and professional development). Based on the results, some recommendations were made for the researchers and authorities.

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