"לייצר משהו חדש בזמן שאת בעצמך חדשה": מנהלות חדשות בתקופת מלחמה

The research literature on novice school principals highlights the complexity of transitioning into a leadership role. While managerial challenges during crises, such as natural disasters, have been discussed, research on how school principals cope during wartime is scant. This study focuses on novice principals who assumed their roles just prior to the outbreak of the Iron Swords War in October 2023. Using a qualitative, phenomenological approach, the study features semi-structured interviews with twelve principals from a variety of schools (six elementary, one middle, and five secondary schools). The findings reveal the process the principals underwent over time. The initial days of the war were marked by both personal and systemic crises, accompanied by a sense of loss of control (Theme 1). This was followed by a turning point, during which the principals discovered their inner strengths and focused on managerial tasks (Theme 2). Subsequently, they developed adaptive managerial practices, including fostering staff resilience and a sense of belonging, providing socio-emotional support to students, and collaborating with a leadership team (Theme 3). They also worked on establishing new routines that empowered teachers and supported the return to learning (Themes 4–5). Themes 6–7 focus on the support resources and the personal and professional growth they experienced during the war. The study offers implications for training programs and guiding principles for supporting novice school principals during wartime. Keywords: crisis management, Iron Swords War, new school principals, transition into a managerial role