This study explores how school principals evacuated from their schools in the wake of the 7 October 2023 war perceived their unique challenges, the strategies they adopted, and the ways in which their agency was shaped during the extreme crisis. Using semi-structured, in-depth interviews with 33 displaced principals from elementary, middle, secondary, and special education schools, we identified four interconnected dimensions of the principals’ agency during wartime. Intrapersonal agency reflected the principal’s inner identity as a foundation for action. Critical agency emerged from frustration with systemic failures and bureaucratic obstacles, motivating the pursuit of meaningful change. Collaborative agency was expressed in building and maintaining trust-based networks and partnerships that enabled effective solutions. Finally, proactive agency was driven by an internal desire for growth and influence, promoting innovative strategies and renewal processes at organizational, emotional, and community levels. This leadership framework for understanding principalship in wartime highlights agency as a holistic framework that enables principals not only to ensure the survival of their schools, but also to respond to chaotic realities. Practically, the findings inform the design of models for ensuring educational continuity in emergencies, and tailored support mechanisms for displaced educational communities.
Bar-On et al. (2026) studied this question.