Antifragile Leadership: Strengthening Educational Leadership Through Challenges

Yıl 2025, Cilt: 4 Sayı: 2, 61 - 92, 29.12.2025

Münir Şahin

https://doi.org/10.58650/educatione.1754961

Öz

"Antifragile leadership", as conceptualized by Nassim Nicholas Taleb (2012), refers to systems and leaders that not only withstand crises, uncertainty, and stress but emerge stronger from them. In the educational leadership context, this model highlights leaders who can transform disruptive events into opportunities for organizational learning and growth, rather than merely resisting them. The article argues that while traditional leadership models (e.g., transformational, servant leadership) focus primarily on resilience—maintaining existing structures—antifragile leadership moves beyond this by advocating for systemic transformation through adversity. The COVID-19 pandemic exposed deep structural vulnerabilities in educational systems, positioning antifragility as a necessary paradigm shift. Core features of antifragile leadership include data-informed adaptive decision-making, disruptive innovation, agile organizational structures, psychological empowerment, and systemic learning. This leadership model encourages teacher and student voice, promotes professional learning communities, and fosters institutional cultures that embrace error-tolerant, reflective, and adaptive practices. Antifragile educational leaders are not only prepared for crises but actively seek to leverage uncertainty to redesign pedagogical models, strengthen digital infrastructures, and engage stakeholders in transformative processes. They support teacher autonomy, increase digital literacy, and embed long-term innovations sparked by crisis contexts. In conclusion, antifragile leadership is not merely a temporary crisis response mechanism but a strategic and sustainable leadership model for the future of education. It challenges leaders to think beyond survival, aiming instead for structural renewal and long-term resilience. As educational systems continue to face global disruptions, antifragile leadership offers a forward-thinking framework that redefines how leadership is practiced in complex, uncertain times.

Anahtar Kelimeler

antifragile leadership, , educational leadership , educatonal administration , crisis leadership , leadership

Antikırılgan Liderlik: Zorluklarla Güçlenen Eğitim Liderliği

Öz

"Antikırılgan liderlik", Nassim Nicholas Taleb’in (2012) kavramsallaştırdığı ve kriz, kaos, belirsizlik gibi dışsal baskılardan yalnızca zarar görmeden çıkan değil; bu koşullardan güçlenerek çıkan sistemleri tanımlayan bir yaklaşımdır. Eğitim liderliği bağlamında bu model, sadece krizlere direnç gösteren değil, aynı zamanda bu krizleri kurumsal öğrenme ve yenilenme fırsatına dönüştürebilen liderleri öne çıkarır. Makale, klasik liderlik yaklaşımlarının (dönüşümcü, hizmetkâr vb.) çoğunlukla “rezilyans” düzeyinde kalarak yalnızca sistemi mevcut halinde tutmayı hedeflediğini, ancak antikırılgan liderliğin bu anlayışı aşarak krizlerden dönüşümle çıkmayı esas aldığını savunur. Özellikle COVID-19 pandemisi, eğitim sistemlerinin ne kadar hazırlıksız olduğunu gösterirken, antikırılgan liderlik anlayışının eğitim liderleri için bir zorunluluk haline geldiği vurgulanmaktadır. Antikırılgan liderlik; veriye dayalı esnek karar alma, yıkıcı yenilikçilik, çevik organizasyon yapıları, psikolojik güçlendirme ve sistemsel öğrenme gibi unsurları içerir. Bu liderlik anlayışı, öğretmen ve öğrenci sesine açık olmayı, profesyonel öğrenme topluluklarını desteklemeyi ve hata toleransı yüksek kurum kültürleri oluşturmayı önceler. Sonuç olarak, antikırılgan liderlik; eğitimde krizlerin sadece yönetilmesini değil, aynı zamanda bu krizlerin bir gelişim aracına dönüştürülmesini hedefleyen bütüncül bir modeldir. Eğitim liderliği literatürüne yalnızca yeni bir kavram değil, aynı zamanda yeni bir paradigma sunmaktadır.

Anahtar Kelimeler

Antikrılgan liderlik , eğitim liderliği , eğitim yönetimi , kriz liderliği , liderlik

Etik Beyan

Bu araştırma, yalnızca açık erişimli ve akademik olarak yayımlanmış çalışmalara dayanan ikincil veri incelemesine dayandığından dolayı etik kurul izni gerektirmemektedir. Araştırma kapsamında herhangi bir kişisel veri toplanmamış, insan ya da hayvan katılımcılarına yönelik deneysel bir uygulama gerçekleştirilmemiştir. Bu çalışma, bilimsel araştırma ve yayın etiği ilkelerine uygun olarak gerçekleştirilmiştir. İncelenen tüm kaynaklar uygun biçimde atıf yapılarak belirtilmiş; intihal, çarpıtma, uydurma gibi etik dışı eylemlerde bulunulmamıştır. Kullanılan veriler kamuya açık, bilimsel ve akademik nitelikte yayınlardan alınmıştır.

Kaynakça

• Anderson, J., ve Rainie, L. (2020). The future of digital life and work. Pew Research Center. https://www.pewresearch.org/internet/2020/10/28/the-future-of-digital-life-and-work/
• Anderson, J., ve Rainie, L. (2020). The future of digital life and work. Pew Research Center. https://www.pewresearch.org/internet/2020/10/28/the-future-of-digital-life-and-work/
• Avolio, B. J., ve Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001
• Avolio, B. J., ve Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001
• Bai, Y., You, X., ve Sun, Y. (2025). Transformational leadership, dual innovation, and organizational resilience. Curr Psychol. https://doi.org/10.1007/s12144-025-08478-4
• Bai, Y., You, X., ve Sun, Y. (2025). Transformational leadership, dual innovation, and organizational resilience. Curr Psychol. https://doi.org/10.1007/s12144-025-08478-4
• Bryk, A. S., ve Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
• Bryk, A. S., ve Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
• Christensen, C. M., Horn, M. B., ve Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. McGraw-Hill.
• Christensen, C. M., Horn, M. B., ve Johnson, C. W. (2008). Disrupting class: How disruptive innovation will change the way the world learns. McGraw-Hill.
• Conz, E., ve Magnani, G. (2020). A dynamic perspective on the resilience of firms: A systematic literature review and a framework for future research. European Management Journal, 38(3), 400–412.
• Conz, E., ve Magnani, G. (2020). A dynamic perspective on the resilience of firms: A systematic literature review and a framework for future research. European Management Journal, 38(3), 400–412.
• Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5), 46–55. https://hbr.org/2002/05/how-resilience-works
• Coutu, D. L. (2002). How resilience works. Harvard Business Review, 80(5), 46–55. https://hbr.org/2002/05/how-resilience-works
• Daniëls, E., Hondeghem, A., ve Dochy, F. (2019). A review on leadership and teacher retention. Educational Research Review, 27, 100–110.
• Daniëls, E., Hondeghem, A., ve Dochy, F. (2019). A review on leadership and teacher retention. Educational Research Review, 27, 100–110.
• Day, C., ve Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
• Day, C., ve Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge.
• DuFour, R., ve Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree Press.
• DuFour, R., ve Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree Press.
• Everly, G. S., Strouse, D. A., ve Everly, G. S. (2010). The resilient leader: Instilling resilience in the people you lead. DiaMedica Publishing.
• Everly, G. S., Strouse, D. A., ve Everly, G. S. (2010). The resilient leader: Instilling resilience in the people you lead. DiaMedica Publishing.
• Folke, C. (2016). Resilience (Republished). Ecology and Society, 21(4), 44. https://doi.org/10.5751/ES 09088-210444
• Folke, C. (2016). Resilience (Republished). Ecology and Society, 21(4), 44. https://doi.org/10.5751/ES 09088-210444
• Fullan, M. (2011). Change leader: Learning to do what matters most. Jossey-Bass.
• Fullan, M. (2011). Change leader: Learning to do what matters most. Jossey-Bass.
• Fullan, M. (2020). The new meaning of educational change (5th ed.). Teachers College Press.
• Fullan, M. (2020). The new meaning of educational change (5th ed.). Teachers College Press.
• Harris, A., ve Jones, M. (2020). COVID 19–school leadership in disruptive times. School Leadership and Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
• Harris, A., ve Jones, M. (2020). COVID 19–school leadership in disruptive times. School Leadership and Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
• Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press.
• Heifetz, R. A. (1994). Leadership without easy answers. Harvard University Press.
• Jiao, P., ve Bu, W. (2024). The Impact of Organizational Learning on Organizational Resilience in Construction Projects. Buildings, 14(4), 975. https://doi.org/10.3390/buildings14040975
• Jiao, P., ve Bu, W. (2024). The Impact of Organizational Learning on Organizational Resilience in Construction Projects. Buildings, 14(4), 975. https://doi.org/10.3390/buildings14040975
• Karakose, T., Yirci, R., ve Papadakis, S. (2022). Exploring the interrelationship between COVID-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable management. Sustainability, 14(4), 2191. https://doi.org/10.3390/su14042191
• Karakose, T., Yirci, R., ve Papadakis, S. (2022). Exploring the interrelationship between COVID-19 phobia, work–family conflict, family–work conflict, and life satisfaction among school administrators for advancing sustainable management. Sustainability, 14(4), 2191. https://doi.org/10.3390/su14042191
• Kurtz, H. (2020). School leadership in crisis: Lessons from the COVID-19 pandemic. Educational Leadership, 77(9), 34–39.
• Kurtz, H. (2020). School leadership in crisis: Lessons from the COVID-19 pandemic. Educational Leadership, 77(9), 34–39.
• Leithwood, K., ve Azah, V. N. (2016). Characteristics of effective leadership networks: Evidence from research. Leadership and Policy in Schools, 15(2), 115–142. https://doi.org/10.1080/15700763.2015.1047036
• Leithwood, K., ve Azah, V. N. (2016). Characteristics of effective leadership networks: Evidence from research. Leadership and Policy in Schools, 15(2), 115–142. https://doi.org/10.1080/15700763.2015.1047036
• Leithwood, K., ve Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
• Leithwood, K., ve Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
• Leithwood, K., Harris, A., ve Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership ve Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077 Lengnick-Hall, C. A., ve Beck, T. E. (2005). Adaptive fit versus robust transformation: How organizations respond to environmental change. Journal of Management, 31(5), 738–757.
• Leithwood, K., Harris, A., ve Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership ve Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077 Lengnick-Hall, C. A., ve Beck, T. E. (2005). Adaptive fit versus robust transformation: How organizations respond to environmental change. Journal of Management, 31(5), 738–757.
• Luthans, F., ve Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339–366.
• Luthans, F., ve Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4, 339–366.
• Luthans, F., Avolio, B. J., Avey, J. B., ve Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
• Luthans, F., Avolio, B. J., Avey, J. B., ve Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
• Maor, M., Gilad, S., ve Bloom, P. B. (2013). Organizational reputation, regulatory talk, and strategic silence. Journal of Public Administration Research and Theory, 23(3), 581–608.
• Maor, M., Gilad, S., ve Bloom, P. B. (2013). Organizational reputation, regulatory talk, and strategic silence. Journal of Public Administration Research and Theory, 23(3), 581–608.
• MEB (2021). Milli Eğitim Bakanlığı Uzaktan Eğitim Raporu. https://www.meb.gov.tr/uzaktan-egitim raporu-2021
• MEB (2021). Milli Eğitim Bakanlığı Uzaktan Eğitim Raporu. https://www.meb.gov.tr/uzaktan-egitim raporu-2021
• Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Educational Administration and History, 52(4), 393–403. https://doi.org/10.1080/00220620.2020.1813180
• Netolicky, D. M. (2020). School leadership during a pandemic: Navigating tensions. Journal of Educational Administration and History, 52(4), 393–403. https://doi.org/10.1080/00220620.2020.1813180
• OECD. (2021). The state of school education: One year into the COVID pandemic. OECD Publishing. https://doi.org/10.1787/201dde84-en
• OECD. (2021). The state of school education: One year into the COVID pandemic. OECD Publishing. https://doi.org/10.1787/201dde84-en
• Reimers, F. M., ve Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing. https://www.oecd.org/education/framework-to-guide an-education-response-to-the-covid-19-pandemic/
• Reimers, F. M., ve Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. OECD Publishing. https://www.oecd.org/education/framework-to-guide an-education-response-to-the-covid-19-pandemic/
• Renda, A., ve Dalli, S. (2022). Leading for antifragility: Policy lessons from COVID-19. CEPS Policy Insights.
• Renda, A., ve Dalli, S. (2022). Leading for antifragility: Policy lessons from COVID-19. CEPS Policy Insights.
• Sahlberg, P. (2020). Will the pandemic change schools? Educational Research for Policy and Practice, 19(1), 27–30.
• Sahlberg, P. (2020). Will the pandemic change schools? Educational Research for Policy and Practice, 19(1), 27–30.
• Sahlberg, P. (2021). Let the children play: How more play will save our schools and help children thrive. Oxford University Press.
• Sahlberg, P. (2021). Let the children play: How more play will save our schools and help children thrive. Oxford University Press.
• Schildkamp, K., Poortman, C. L., ve Ebbeler, J. (2020). Professional development in data use: Promoting data-informed decision-making in schools. Teaching and Teacher Education, 90, 103004.
• Schildkamp, K., Poortman, C. L., ve Ebbeler, J. (2020). Professional development in data use: Promoting data-informed decision-making in schools. Teaching and Teacher Education, 90, 103004.
• Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Currency Doubleday.
• Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization. Currency Doubleday.
• Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442–1465.
• Spreitzer, G. M. (1995). Psychological empowerment in the workplace: Dimensions, measurement, and validation. Academy of Management Journal, 38(5), 1442–1465.
• Şahin, M. Üstüner, M & Korkmaz, C (2018). İngilizce öğretmenlerine göre ideal dil öğrenme yaşı ve dil sınıfı mevcudu. International Journal of Language Academy, 6(2), 281-301.
• Şahin, M. Üstüner, M & Korkmaz, C (2018). İngilizce öğretmenlerine göre ideal dil öğrenme yaşı ve dil sınıfı mevcudu. International Journal of Language Academy, 6(2), 281-301.
• Şahin, M. (2019). Authentic Leadership. Journal of Current Researches on Social Sciences, 9(1), 39-60.
• Şahin, M. (2019). Authentic Leadership. Journal of Current Researches on Social Sciences, 9(1), 39-60.
• Şahin, M. (2021). Course Materials and Textbook Selection Criteria of English Language Teachers. Anemon Mus Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(6), 1587-1611. https://doi.org/10.18506/anemon.960575
• Şahin, M. (2021). Course Materials and Textbook Selection Criteria of English Language Teachers. Anemon Mus Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(6), 1587-1611. https://doi.org/10.18506/anemon.960575
• Şahin, M. & Bülbüloğlu, S. (2021). The effects of nomophobic behavior of university students on their intellectual thinking tendency. African Educational Research Journal, 9(1), 197-204. https://doi.org/10.30918/AERJ.91.21.032
• Şahin, M. & Bülbüloğlu, S. (2021). The effects of nomophobic behavior of university students on their intellectual thinking tendency. African Educational Research Journal, 9(1), 197-204. https://doi.org/10.30918/AERJ.91.21.032
• Şahin, M. (2022). Eğitimde yönetici yetkinlikleri. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 340- 361.
• Şahin, M. (2022). Eğitimde yönetici yetkinlikleri. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 340- 361.
• Şahin, M. (2023). A Study on the Role of School Administrators in School Improvement. The Journal of International Education Science, 10(34), 382-398. https://doi.org/0.29228/INESJOURNAL.67734
• Şahin, M. (2023). A Study on the Role of School Administrators in School Improvement. The Journal of International Education Science, 10(34), 382-398. https://doi.org/0.29228/INESJOURNAL.67734
• Şahin, M. (2023). Okullarda örgüt kültürü, Örgütsel Davranış Çalışmaları Dergisi, 3(1), 73-90.
• Şahin, M. (2023). Okullarda örgüt kültürü, Örgütsel Davranış Çalışmaları Dergisi, 3(1), 73-90.
• Şahin, M. & Şahin, T. (2024). Eğitimde Damgalama. UMAY Sanat ve Sosyal Bilimler Dergisi, 2(1), 5-20.
• Şahin, M. & Şahin, T. (2024). Eğitimde Damgalama. UMAY Sanat ve Sosyal Bilimler Dergisi, 2(1), 5-20.
• Taleb, N. N. (2012). Antifragile: Things that gain from disorder. Random House.
• Taleb, N. N. (2012). Antifragile: Things that gain from disorder. Random House.
• UNESCO. (2021). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse
• UNESCO. (2021). Education: From disruption to recovery. https://en.unesco.org/covid19/educationresponse
• Uhl-Bien, M., Marion, R., ve McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298–318.
• Uhl-Bien, M., Marion, R., ve McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298–318.
• Weick, K. E., ve Sutcliffe, K. M. (2015). Managing the unexpected: Sustained performance in a complex world. John Wiley ve Sons.
• Weick, K. E., ve Sutcliffe, K. M. (2015). Managing the unexpected: Sustained performance in a complex world. John Wiley ve Sons.
• West-Burnham, J. (2009). Rethinking educational leadership: From improvement to transformation. Continuum.
• West-Burnham, J. (2009). Rethinking educational leadership: From improvement to transformation. Continuum.
• Yıldırım, A., ve Kılıç, A. (2022). Antikırılgan liderlik: Eğitim yöneticilerinin kriz sonrası dönüşüm yetkinlikleri. Eğitim Yönetimi Dergisi, 30(2), 65–88. https://doi.org/10.14527/kuey.2022.005
• Yıldırım, A., ve Kılıç, A. (2022). Antikırılgan liderlik: Eğitim yöneticilerinin kriz sonrası dönüşüm yetkinlikleri. Eğitim Yönetimi Dergisi, 30(2), 65–88. https://doi.org/10.14527/kuey.2022.005
• Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49(1), 29–33. https://doi.org/10.1007/s11125-020-09477-y
• Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49(1), 29–33. https://doi.org/10.1007/s11125-020-09477-y
• Zhong, S., Clark, M., Hou, X. Y., Zang, Y., FitzGerald, G., ve Zhu, L. (2023). Enabling transformational leadership to foster disaster-resilient hospitals. International Journal of Environmental Research and Public Health, 20(3), 1869. https://doi.org/10.3390/ijerph20031869
• Zhong, S., Clark, M., Hou, X. Y., Zang, Y., FitzGerald, G., ve Zhu, L. (2023). Enabling transformational leadership to foster disaster-resilient hospitals. International Journal of Environmental Research and Public Health, 20(3), 1869. https://doi.org/10.3390/ijerph20031869