Portin, BradleyDareff, Scott2015-09-292015-09-292015-09-292015Dareff_washington_0250E_14661.pdfhttp://hdl.handle.net/1773/33785Thesis (Ph.D.)--University of Washington, 2015The purpose of this dissertation was to examine how conflict influences the priorities, attitudes, and beliefs of school principals towards educational leadership and management during times of war. Four school principals who worked in conflict zones of varying geographic and cultural characteristics were interviewed using semi-structured protocols regarding their leadership and management practices in conflict conditions. Findings indicated that “special lessons in the home” – paid private tutoring of students by teachers – assume or maintain a prominent role in conflict zone school operations, perhaps to the detriment of regular school functions. Findings also indicated that in some cases financial considerations could impact teacher migration patterns which may be uneven across school systems in conflict. Subjects also indicated reactive rather than proactive concerns regarding their physical school facilities. More research is needed into issues regarding teacher migration in conflict zones and private tutoring to gain a fuller picture of motivations for conflict zone educational actors.application/pdfen-USCopyright is held by the individual authors.Educational leadershipeducation - seattleThesis