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Results show the centralized structure of the Turkish Ministry of National Education restricts complex adaptive leadership, yet principals continuously pursue educational and humanitarian needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/educational-challenges-of-syrian-refugees-in-turkey-through-the-lenses-of-complex-adaptive-leadership-theory-hamit-ozen/602749/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/educational-challenges-of-syrian-refugees-in-turkey-through-the-lenses-of-complex-adaptive-leadership-theory-hamit-ozen/602749.png","ImageObject",300,407,{"name":42,"@type":43},"dabgoudw","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What research approach was used to study school management for Syrian refugee students in Turkey?","Question",{"text":63,"@type":64},"The study used qualitative research with a phenomenological design. 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This was qualitative research designed as a phenomenological study. The participants of the study were identified via a snowball sampling strategy. Nineteen school principals working at public schools in Turkey during the summer term of 2016-2017 and the fall term of 2017-2018 were selected asthe participants. Data were collected using the interview technique and descriptive analysis was employed. The results showed that school principals commented on resource management, risk, decision making, and planning and control when functioning as managerial leaders. Secondly, they touched on network dynamics, change and innovation, and safe schools in terms of their adaptive leadership skills. Lastly, they pointed out interaction, win-win interdependency, and ethical values of enabling leadership. Overall, it was found that the structure of the Turkish Ministry of National Education is strictly centralized, and complex adaptive leadership does not function properly in this context. However, school principals do make ceaseless efforts to meet the educational and humanitarian needs of Syrian refugees.  \nINTRODUCTION  \nThere are more people displaced by crises in the world now than at any point in time since World War II (UNHCR, 2016a) . As of the end of 2016, 65.6 million people were forcibly displaced by conflicts nationally and internationally; this represents an increase of 3.3 million refugees since 2015 and is the equivalent of one person displaced every second. The ongoing crisis in Syria, which has been the deadliest in the Middle East, has taken a toll of millions of lives, with its effects reverberating around the globe. The Syrian Civil War has also created an educational crisis for Syrians in the Middle East and it is estimated that 380,000 Syrian refugee children are not receiving education (UNHCR, 2017) . A generation of Syrian children is thus at risk of missing out on a formal education. The future of Syrian children, as well as the stability and prosperity of the region, will depend on ensuring that school-age children receive the education they need, which must take into account the circumstances that they face. These circumstances result in the lack of education, development of critical thinking skills, and opportunities that result from education, which could also make more youth vulnerable to recruitment to radical groups (Culbertson & Constant, 2015) .  \nHowever, there are fruitful approaches to address the lack of learning spaces and lack of access to education in host nations of Syrian refugees. In Turkey, the Ministry ofNational Education (MoNE) imposed a plan for the education of Syrian refugee children, providing formal and informal education for a great number of at-risk out-of-school refugees by establishing Education in Emergencies and Migration Units. The MoNE has taken over the Student Education Management  \nEducational Planning 41 Vol. 26, No. 4  \nInformation System for Foreign Students to track the enrollment and learning achievements of Syrian students in order to promote evidence-based, prioritized programming. Although the lack of learning spaces remains a challenge, 574 classroom containers were erected. Turkey has also exerted efforts to widen tertiary education opportunities for youth through increased numbers of scholarships, strengthened partnerships, and the establishing and reinvigorating of coordination among relevant stakeholders. Protection was consistently mainstreamed in educational activities through several interventions such as Reaching All Childre","cbCaidd69BnYnWUp","https://ap.wps.com/l/cbCaidd69BnYnWUp","pdf",1393254,16,"English","# Abstract\n# Introduction\n## Educational crisis and displacement context\n## Turkey’s education responses and management initiatives\n## Challenges in school management for refugee students","[{\"question\":\"What research approach was used to study school management for Syrian refugee students in Turkey?\",\"answer\":\"The study used qualitative research with a phenomenological design. Data came from interviews and descriptive analysis.\"},{\"question\":\"How were the participants selected in the research?\",\"answer\":\"Nineteen Turkish school principals working in public schools in Turkey were selected using a snowball sampling strategy.\"},{\"question\":\"What main limitation did the study identify for complex adaptive leadership in Turkey’s education system?\",\"answer\":\"The centralized structure of the Turkish Ministry of National Education restricts complex adaptive leadership from functioning properly in this context.\"}]","EDUCATIONAL CHALLENGES OF SYRIAN REFUGEES IN TURKEY - THROUGH THE LENSES OF COMPLEX ADAPTIVE LEADERSHIP THEORY - Hamit Ozen | PDF",1792095170]