DC FieldValueLanguage
dc.contributor.authorSaiti, Anna-
dc.contributor.authorArar, Khalid-
dc.contributor.authorBrion, Corinne-
dc.contributor.authorAbo-Zaed Arar, Eman-
dc.date.accessioned2024-04-19T10:34:08Z-
dc.date.available2024-04-19T10:34:08Z-
dc.date.issued2024-01-22-
dc.identifiergoogle_scholar-p6hOtZMAAAAJ:yD5IFk8b50cC-
dc.identifier.otherp6hOtZMAAAAJ:yD5IFk8b50cC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/2161-
dc.description.abstractThe purpose of this paper is to explore the proficiency of leadership practices in dealing with refugee students’ cultural needs during the COVID-19 pandemic. Design/methodology/approach Semi-structured interviews were employed to elucidate data from teachers, counselors, and leaders in a U.S. Midwestern suburban community that had recorded a significant increase in the number of refugee students. Findings The findings identified that suburban districts do not usually have the cultural experience or training on how to best serve their refugee students. Indeed, prior to the pandemic, most participants were culturally blind or pre-competent. However, the pandemic afforded participants an opportunity to learn about their refugee students’ cultures. The evidence of the current research suggests that cultural proficiency should constitute an integral part of leadership’s crisis management plans. Originality: The emotions that develop in a teacher’s working environment at a time of crisis, as well as their levels of emotional engagement, are two important factors that affect a school’s functioning. As such, this work recognizes the need to exercise empathy when addressing vulnerable students’ needs. Furthermore, this work recognizes that a school leader exhibiting awareness and empathy will help the teachers of that school to improve their effectiveness in exercising empathy.en_US
dc.language.isoenen_US
dc.publisherSAGE Publicationsen_US
dc.relation.ispartofEquity in Education & Societyen_US
dc.sourceEquity in Education & Society, 27526461241227970, 2024-
dc.titleCulturally proficient leadership: Equipping educators to better serve refugee students during a crisisen_US
dc.typeArticleen_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.linkhttps://journals.sagepub.com/doi/abs/10.1177/27526461241227970en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-3882-9565-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
Appears in Collections:Articles / Άρθρα
CORE Recommender
Show simple item record

Page view(s)

30
checked on Nov 21, 2024

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.