The Reflections of Earthquakes on Education: Insights From School Managers

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.

Keywords

• School manager
• earthquake
• education
• phenomenology

References

1. Abaslı, K. (2017) Acil durumlarda eğitim programı kapsamında Türkiye’deki mülteci çocuklar için şartlı eğitim yardımı projesinin değerlendirilmesi [Evaluation of a conditional education assistance project for refugee children in Türkiye under the education in emergencies program]. 3. Uluslararası Öğrenciler Sosyal Bilimler Kongresi [3rd International Students Social Sciences Congress] Türkiye, 117-136.
2. Adıgüzel, S. (2007). İlköğretim okul müdürlerinin deprem ile ilgili kriz yönetimine ilişkin yeterlikleri [The competency of the primary school administrators on the crisis management related to earthquake] (Thesis No.: 219277) [Master thesis], Yıldız Teknik University.
3. Aksu, A., & Deveci, S. (2009). İlköğretim okul müdürlerinin kriz yönetimi becerileri [Crisis management skills scale of primary school managers]. E-Journal of New World Sciences Academy, 4(2), 448–464. Retrieved from: https://dergipark.org.tr/en/pub/nwsaedu/issue/19828/212453
4. Alcocer, S. M., Murià-Vila, D., Fernández-Sola, L. R., Ordaz, M., & Arce, J. C. (2020). Observed damage in public school buildings during the 2017 Mexico earthquakes. Earthquake Spectra, 36(2_suppl), 110-129. https://doi.org/10.1177/8755293020926183
5. Bakioğlu, A., & Savaş, C. (2001). Okulda depremin neden olduğu krizin yönetimi [Managing earthquake-induced crisis at school]. Öneri Dergisi [Öneri Journal], 4(15), 25-30. https://doi.org/10.14783/maruoneri.735484
6. Baltacı, Z., & Uçan, S. (2022). Inclusive, collaborative and personalized professional development process for the post–emergency remote teaching era: The importance of virtual professional learning networks. Sakarya University Journal of Education, 12(1), 175-187. https://doi.org/10.19126/suje.1028020
7. Bellibaş, M. Ş., & Gümüş, S. (2023). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional development in education, 49(5), 925-937. https://doi.org/10.1080/19415257.2021.1879234
8. Bozkurt, S., Çoban, Ö., Özdemir, M., & Özdemir, N. (2021). How leadership, school culture, collective efficacy, academic self-efficacy, and socioeconomic status affect student achievement? Education and Science, 46(207), 465–482. http://dx.doi.org/10.15390/EB.2021.9338

9. Camilleri, M. A. (2021). Evaluating service quality and performance of higher education institutions: A systematic review and a post-COVID-19 outlook. International Journal of Quality and Service Sciences, 13(2), 268-281. https://doi.org/10.1108/IJQSS-03-2020-0034
10. ERI. (2023a, March). 6 Şubat 2023 Tarihli Kahramanmaraş Merkezli Depremlerin Eğitime Etkileri (Bilgi Notu-1) [Effects of the February 6, 2023 Earthquakes Centered in Kahramanmaraş on Education (Information Note-1)]. ERI.
11. ERI. (2023b, June). Afet Bölgesinde Öğretmen Olmak: “Enkaz Hâlindeyiz, Birbirimize Tutunuyoruz.” [Being a Teacher in a Disaster Zone: "We are Rubble, We Hold on to Each Other."] ERI.
12. Ford, T. G., Olsen, J., Khojasteh, J., Ware, J., & Urick, A. (2019). The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615-634. https://doi.org/10.1108/JEA-09-2018-0185
13. Gümüş, S., Şükrü Bellibaş, M., Şen, S., & Hallinger, P. (2021). Finding the missing link: Do principal qualifications make a difference in student achievement? Educational Management Administration & Leadership, 47(6), 1–24. https://doi.org/10.1177/17411432211051909
14. Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. In E. A. Hanushek and F. Welch (Eds.), Handbook of the economics of education (pp. 1051-1078). North-Holland.
15. Karacabey, M. F. (2021). School principal support in teacher professional development. International Journal of Educational Leadership and Management, 8(1) 54-75. https://doi.org/10.17583/ijelm.2020.5158
16. Kıral, E. (2018). Çatışma ve kriz yönetimi [Conflict and crisis management]. İçinde N. Cemaloğlu ve M. Özdemir (Eds.), Eğitim yönetimi [Educational administration] (pp. 451-512). Pegem.
17. Kurul, N. (2012). Eğitim finansmanı [Education financing] (2nd ed.). Siyasal.
18. Mavi, D. (2023). XI. Kalkınma Planı’nda eğitim politikaları: Milli Eğitim Bakanlığı’nın görevleri nelerdir? [Education policies in the XIth Development Plan: What are the duties of the Ministry of National Education?] Uluslararası İktisadi ve İdari İncelemeler Dergisi, 41, 36-49. https://doi.org/10.18092/ulikidince.1227445
19. Miles, M. B., & Huberman, A. M. (1994/2019). Nitel veri analizi: Genişletilmiş bir kaynak kitap [Qualitative data analysis: An expanded sourcebook] (3rd ed.). (S. A. Altun, & A. Ersoy, Trans. Eds.). Pegem.
20. MoNE. (2023a, April). Psikososyal destek projesi başladı [Psychosocial support project started]. MoNE. Accessed from https://orgm.meb.gov.tr/www/psikososyal-destek-projesi-basladi/icerik/2332 on 05/09/2023.
21. MoNE. (2023b, April). 2024 yılı bütçe sunuş konuşması [2024 budget presentation speech]. MoNE. Accessed from https://sgb.meb.gov.tr/meb_iys_dosyalar/2023_12/17102959_meb_2024yili butcesunuskonusmasi.pdf on 22/12/2023.
22. Morse, J. M. (2015). "Data are saturated...". Qualitative Health Research, 25(5), 587-588. https://doi.org/10.1177/1049732315576699
23. Mutch, C. (2021). The role of schools in helping communities copes with earthquake disasters: The case of the 2010–2011 New Zealand earthquakes. In J. Xu, Y. Lu, and E. C. Penning-Rowsell (Eds.) Earthquake disasters: Prevention and reconstruction (pp. 63-83). Routledge.
24. Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Professional Capital and Community, 5(3/4), 391-395. https://doi.org/10.1108/JPCC-05-2020-0017
25. Öcal, A., & Topkaya, Y. (2011). Earthquake preparedness in schools in seismic hazard regions in the South‐East of Turkey. Disaster Prevention and Management: An International Journal, 20(3), 334-348. https://doi.org/10.1108/09653561111141754
26. Özdemir, M. (2010). Nitel veri analizi: Sosyal bilimlerde yöntembilim sorunsalı üzerine bir çalışma [Qualitative data analysis: A study on methodology problem in social sciences]. Eşkisehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi [Eşkisehir Osmangazi University Journal of Social Sciences], 11(1), 323-343. Retrieved from: https://dergipark.org.tr/en/pub/ogusbd/issue/10997/131612
27. Özdoğan, A. Ç., & Berkant, H. G. (2020). Covid-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi [The examination of stakeholders’ opinions on distance education during the covid-19 epidemic]. Milli Eğitim Dergisi [Journal of National Education], 49(1), 13-43. https://doi.org/10.37669/milliegitim.788118
28. Özek, B. Y., & Sincer, S. Deprem ve eğitim: 6 Şubat Türkiye depremi sonrası eğitim sisteminin direncini keşfetme [Earthquake and education: Exploring the resilience of the education system after the February 6 Earthquake of Türkiye]. 10th International Eurasian Educational Research Congress, 2023, Türkiye, 410-413.
29. Öztürk, M. K. (2013). Sınıf öğretmeni adaylarının deprem deneyimleri üzerine bir araştırma [A research on earthquake experiences of primary school teacher candidates]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education Faculty], 28(28-1), 308-319. Retrieved from: https://dergipark.org.tr/en/download/article-file/87142
30. Patton, M. Q. (2015). Qualitative research, & evaluation methods (4th ed.). Sage. PSB. (2023, March). 2023 Kahramanmaraş ve Hatay Depremleri Raporu [Kahramanmaraş and Hatay Earthquakes report]. Presidency of The Republic of Türkiye PSB.
31. Rodgers, J., Hassan, W., Motter, C., & Thornley, J. (2021). Impacts of the 2018 M7.1 Anchorage earthquake on schools. Earthquake Spectra, 37(3), 1849-1874. https://doi.org/10.1177/8755293020988022
32. Saldana, J. (2019). Coding handbook for qualitative researchers (3rd ed.). Sage.
33. Şengör, A. C., Özeren, M. S., Keskin, M., Sakınç, M., Özbakır, A. D., & Kayan, I. (2008). Eastern Turkish high plateau as a small Turkic-type orogen: Implications for post-collisional crust-forming processes in Turkic-type orogens. Earth-Science Reviews, 90(1-2), 1-48. https://doi.org/10.1016/j.earscirev.2008.05.002
34. Sertel, G., Günbayı, İ., & Karadağ, E. (2021). Management practices and managerial qualifications in the period of crisis: Problems, opportunities and novelties by the pandemic: Phase I of a multiphase mixed methods research. Journal of Mixed Methods Studies, 4, 13-46. https://doi.org/10.14689/jomes.2021.4.2
35. Shaheen, M. A. (2008). Earthquake effects on educational institutions and libraries of Azad Kashmir: An appraisal. Library Review, 57(6), 449-456. https://doi.org/10.1108/00242530810886724
36. STRCoT. (2023, March). 4007 Afet Bölgesi “Bilim Her Yerde” Özel Destek Çağrısı [4007 Disaster Area "Science Everywhere" Special Call for Support]. STRCoT. Accessed from https://tubitak.gov.tr/sites/default/files/18842/4007_afet_bolgesi_bilim_heryerde_ozel_destek_cagrisi.pdf on 05/09/2023.
37. Topaloğlu, H., & Özdemir, M. (2023). Teachers’ experiences on refugee education and their views on refugees’ social inclusion: Case of Turkey. Alberta Journal of Educational Research, 69(4), 439-458. Retrieved from: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/72810
38. TRT. (2023, March). Deprem bölgesindeki öğrenciler için 1783 noktada çadır ve konteyner kuruldu [Tents and containers set up at 1783 locations for students in the earthquake zone]. TRT. Accessed from https://www.trthaber.com/haber/egitim/deprem-bolgesindeki-ogrenciler-icin-1783-noktada-cadir-ve-konteyner-kuruldu-753901.html on 05/09/2023.
39. TSI. (2022). Eğitim durumu [Education]. TSI. Accessed from https://nip.tuik.gov.tr/?value=EgitimDurumu on 05/09/2023.
40. UNICEF. (2023). UNICEF Türkiye humanitarian situation (No. 3). UNICEF. Accessed from https://www.unicef.org/turkiye/media/15471/file/UNICEF%20Türkiye%20Humanitarian%20Situation%20Report%20#3%20(Earthquake)%20-%2023%20February-01%20March%202023.pdf%20.pdf on 05/09/2023.
41. Uygun, S. (2012). Basında öğretmen sorunları [Teacher problems in the press]. Milli Eğitim Dergisi [Journal of National Education], 42(194), 72-91. Retrieved from: https://dergipark.org.tr/en/pub/milliegitim/issue/36174/406737
42. Yamamoto, G. T., & Altun, D. (2023). Türkiye'de deprem sonrası çevrimiçi öğrenmenin vazgeçilmezliği [The indispensability of online learning after earthquake in Türkiye]. Üniversite Araştırmaları Dergisi [Journal of University Research], 6(2), 125-136. https://doi.org/10.32329/uad.1268747
43. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10th ed.). Seçkin.