Evaluation of teachers' opinions on crisis management of guidance services in schools

Crisis, by definition, refers to sudden and distressing situations that arise either in an individual's life or within an institution. Educational institutions are among the settings where such crises may occur. Sudden and adverse developments within schools can be considered as crises. Predicting a crisis, intervening effectively, and ensuring a return to normalcy afterward are all essential components of crisis management. Similarly, the quality of education is directly influenced by the success or failure of crisis management practices. In educational settings, planning the intervention process and determining the post-crisis actions are among the primary responsibilities of school guidance services. Accordingly, taking proactive measures against potential crises and ensuring the sustainability of these measures constitute a foundational structure within educational institutions. For school guidance services to operate more effectively and actively in this regard, it is crucial that they collaborate with school principals, teachers, parents, and students. The main purpose of this study is to evaluate the attitudes, behaviors, and competencies of school guidance services regarding crisis management from the perspective of subject-matter teachers, who serve as key stakeholders in schools. In addition, the research aims to determine whether there are differences in crisis management practices of guidance services between two different types of schools. The study group consisted of 24 teachers who had been working for at least five years in public and private schools in the central district of Mersin during the 2024–2025 academic year. The participants were selected based on voluntary participation. The study employed a qualitative research design, specifically the phenomenological method. Data were collected through face-to-face interviews using a semi-structured interview technique. The data obtained were analyzed using content analysis. Based on the findings, the attitudes, behaviors, and competencies of school guidance services in crisis management were evaluated from the perspective of subject teachers, and the differences between school types were presented.