Dr. Abdishakur Tarah
Abstract
This paper aims to capture Headteachers’ perspectives on managing and leading schools during active conflict. Moreover, the paper examines what strategies Headteachers apply to fulfil their headship roles in conflict-affected environments, such as managing and supporting staff, managing school resources, ensuring the safety of children and staff, and maintaining good education attainment for children. The theoretical framework used for this study draws on two components, environmental factors and competencies, of Mumford’s Skills Model. The methodology chosen for this research is qualitative, with semi-structured interviews with current and retired Headteachers. The interviews with participants were conducted in Somali so that it enabled participants to answer interview questions in a language that they were able to express openly. The interviews were audio-recorded and translated from Somali to English, requiring a good understanding of transliteration and contextual translations.
Key words: school leadership, leadership skills, environmental factors, conflict, crisis, personal attributes
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