Is, EnginKaradas, Halil2025-10-152025-10-1520250001-69181873-6297https://doi.org/10.1016/j.actpsy.2025.105613Karadas, Halil/0000-0003-0855-3702This 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.en10.1016/j.actpsy.2025.105613info:eu-repo/semantics/openAccessDisaster ManagementSchool AdministratorsCrisis and Risk ManagementSolution StrategiesArticle2-s2.0-105016856756