Browsing by Author "Is, Engin"

Now showing 1 - 2 of 2

Investigation of Disaster Management Perceptions of School Administrators: The Case of Kahramanmaraş Earthquake
(Elsevier, 2025) Is, Engin; Karadas, Halil
This study examined the problems school administrators face during disasters and the strategies they develop to address these problems within the framework of disaster management theories. A phenomenological design was adopted, and purposive sampling was used to select 22 school administrators (8 female, 14 male). The findings show how disaster management, crisis management, and resilience theories are reflected in school management practices and highlight the need for systematic preparation. Due to the frequent occurrence of earthquakes and floods in Turkey, school administrators reported the necessity of strengthening support mechanisms related to preparedness, response, and risk reduction. The results indicate that administrators require comprehensive training on disaster preparedness, crisis response, and mitigation strategies. By linking these findings to resilience theory, the study underscores how administrators' adaptive practices contribute to organizational readiness in disaster-prone educational contexts.
Performing Womanhood in Schools: A Feminist Phenomenological Investigation of Female Teachers' Psycho-Social Health Experiences and Implications for Educational Leadership in Turkey
(Frontiers Media SA, 2025) Is, Engin
This study employs a feminist phenomenological approach to examine the psycho-social health experiences of female teachers in Turkey as they navigate the demands of professional and domestic life. Drawing on semi-structured interviews with 28 teachers across different school levels, the study explores how participants internalize, negotiate, and perform socially constructed gender roles in both public (school) and private (home) spheres. Thematic analysis identified key challenges, including role conflict, emotional labor, burnout, and guilt, all shaped by dominant gender norms and structural inequalities. Grounded in feminist theories-gender performativity (Butler), hegemonic masculinity (Connell), and intersectionality (Crenshaw)-the study demonstrates the embodied impacts of gendered oppression on women's mental health. Participants' coping strategies, including resilience and social support, are interpreted as both survival mechanisms and subtle forms of resistance. The findings underscore the urgent need for gender-sensitive institutional policies, flexible working arrangements, and psychosocial support programs to promote teachers' well-being and equality in the education system.