CRISIS AND CONFLICT MANAGEMENT IN SPECIAL EDUCATION SETTINGS: A QUALITATIVE STUDY OF SCHOOL LEADERS’ EXPERIENCES

Author: Malaysia

Abstract

This qualitative study examines how school leaders experience and manage crises and conflicts in special education settings. Drawing on a phenomenological design, semi-structured interviews were conducted with twelve school leaders working in inclusive and special education schools. Reflexive thematic generated six interrelated themes: the multidimensional nature of crises, the emotional labour of leadership, navigating stakeholder tensions, the tension between reactive response and proactive planning, systemic constraints and resource inadequacy, and reflective learning as a leadership resource. Findings indicate that leaders draw on relational, ethical, and improvisational competencies to manage volatile situations, often in the absence of formal preparation. The study contributes contextually grounded insights to the literature on special education leadership and offers practical implications for leadership preparation programmes, professional development, and policy reform. Implications for the Malaysian higher and basic education contexts are discussed.