ABSTRACT

This article seeks to compare and analyze school-level challenges for school leaders and their responses to Syrian refugee education in Turkey, Lebanon, and Germany, drawing on the post-migration ecology framework developed and sensemaking processes in leadership. We utilized a comparative qualitative design within the realm of qualitative research. Findings revealed that the challenges are similar across the three contexts and are categorized into three domains: structural, psychological, and socio-pedagogical. School leaders’ strategies in addressing these challenges fell into three different groups as ethics of care, principal agency, and sense making. In their strategies, all school principals are driven by ethics of care and act from a humanitarian stance, and they try to provide a better future for the Syrian students as well as the host country’s students. However, the German education system provides greater autonomy to the school leaders in their implementations. In the Turkish and Lebanese cases, school leaders rely more on their discretion and personal values in their attempts, yet their authority is legally limited in taking further action. Further conclusions and implications are discussed.

摘要

本文力图比较和分析学校领导人面临的学校挑战以及他们对土耳其，黎巴嫩和德国的叙利亚难民教育的反应，并借鉴发展后的移民生态框架和​​领导中的理性思考过程。我们在定性研究领域中采用了比较定性设计。研究结果表明，在这三种情况下，挑战是相似的，并且分为三个领域：结构，心理和社会教学。学校领导者应对这些挑战的策略分为三大类，分别是护理伦理，委托代理和明智决策。在他们的策略中，所有学校校长都遵循谨慎的道德操守，并从人道主义立场出发行事，他们努力为叙利亚学生和东道国学生提供更好的未来。但是，德国的教育体系为学校领导者的实施提供了更大的自主权。在土耳其和黎巴嫩案件中，学校领导者在尝试时更多地依赖于自己的判断力和个人价值观，但在采取进一步行动方面，其法律权限受到限制。讨论了进一步的结论和启示。