Investigating the value of crisis management in a Greek school environment using experimental and econometrical analysis

Teachers’ perceptions in dealing effectively with critical situations are particularly critical as they can prepare both their students and the school environment to improve the way they recognize and manage school crises and unexpected situations that may occur in their everyday lives. This study investigated, through econometric and experimental analysis, the sampled Greek teachers’ actual behavior and perceptions regarding the existence of crises in the school environment and how they should be managed. The results revealed that students’ misbehavior is the primary problem in schools while parental collaboration with the school and the formation of the crisis management teams can make crisis management more effective. The study’s contribution to the literature, through the experimental and econometrical analysis of attitudes toward crisis management in schools, is twofold: (a) to reveal teachers’ perceived priorities in various crises, which otherwise would not have happened, and (b) to extend the link between organizational theory and crisis management in schools. This study suggests that the importance of crisis management in schools is increasing due to its significant contribution to restoring and maintaining school safety and productivity at a time of crisis.