Despite the fact that crisis management is essential for school’s smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study’s findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students’ aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers’ feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

Special Unit students at a secondary education school in Cyprus were to be included in an action research project. Its primary objective was to study the challenges the headmaster/leader or other school leader faces while attempting to involve Special Unit students in the school's leadership, which was based on an inclusive leadership approach. The researchers concluded that Cyprus' centralized educational system is the biggest impediment. The primary research methods used to carry out the action research were interviews, focus groups, and observations. 85 teachers, 210 students, and 15 parents participated in the 8-month research, which was conducted in a secondary school in Cyprus with a special unit. By completing the research process, the researchers finally concluded that the solution to the problem might be the recruitment of an inclusive leadership model, which aims to use decentralized inclusive practices.

The study aims to determine the relationship between school administrators’ paternalistic leadership behaviours and teachers’ work alienation levels. The research sample group involves 205 teachers working in the Anatolian high schools in the central district of Siirt. Research data was collected through the “Paternalistic Leadership Behaviours Scale of School Principals” and the “Work Alienation Scale”. According to the descriptive and Pearson correlation analysis results of the research, it was determined that the paternalistic leadership behaviours of the school administrators are at a “strongly agree” level while the work alienation of the teachers is at a “somewhat agree” level, and a negative moderate significant relationship was found between the paternalistic leadership behaviours and the teachers’ work alienation levels. The path analysis revealed that benevolent leadership predicts the powerlessness and meaninglessness dimension negatively significantly; authoritarian leadership predicts the powerlessness dimension positively significantly, and moral leadership predicts meaninglessness and self-estrangement negatively significantly. Moreover, it was also established that, in general, paternalistic leadership behaviours predict the teachers’ work alienation negatively significantly as a whole. As a result of the research, school administrators were suggested to display helpful and ethical behaviours by watching over the teachers in various matters.