Empowering school administrators for refugee education in Türkiye: insights from multiple stakeholders on a training programme


Gümüş E., BÜYÜKGÖZE H.

International Journal of Inclusive Education, 2023 (SSCI) identifier

  • Publication Type: Article / Article
  • Publication Date: 2023
  • Doi Number: 10.1080/13603116.2023.2265947
  • Journal Name: International Journal of Inclusive Education
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International
  • Keywords: educational leadership programme, in-service training, leadership for social justice, Refugee education, Türkiye
  • Hacettepe University Affiliated: Yes

Abstract

Following the Syrian Civil War in 2011, more than 5.5 million people have fled Syria. As a neighbouring country, Türkiye has hosted nearly four million Syrian refugees, with children under 15 years old making up almost half of this population. Concomitantly, ensuring that these refugee students receive quality education and schooling has become both a priority and a challenge since then. The government in Türkiye has implemented a variety of education policies and accompanying regulations in response. Among other initiatives, an inclusive education programme for school principals was developed in cooperation with UNICEF-Türkiye, specifically tailored for the vulnerable, disabled, and refugee-background students, aiming to raise awareness and provide inclusive learning environments for all. In this study, we provide information about how this in-service training programme, rooted in principles of inclusion and integration, was designed and investigate the constraints and offerings of the programme from the perspectives of 24 participants including school administrators and programme designers. The findings of this study provide insight into the practices that promote inclusive leadership in school settings, taking into account contextual factors and realities. The limitations of the research are presented, and implications are discussed herein.