School leadership at times of crises: Surveillance as support

The study explores leadership practices of school principals in marginalised communities during times of crisis in public schools in Lebanon. Through in-depth, semi-structured interviews with 24 school principals, we examine (1) their leadership practices and (2) the rationales they gave these practices. This research employs a conceptual triangulation of the Bolman and Deal four-frame model and Foucauldian concepts of governmentality, surveillance and technologies of the self to critically analyse school leaders’ narratives. Findings suggest that, in the compounded-crisis context of Lebanon, school principals exhibit a tension between re-evaluating their routine practices and maintaining established systems of control and surveillance to ensure the efficient functioning of their schools. This study underscores the need for future research to explore how leadership in marginalised contexts can move beyond these normative practices to develop more empowering and human-centred approaches, especially during crises. This research could inform practices that balance structural efficiency with teacher empowerment and community engagement, fostering sustainable educational leadership. Findings of the study can also have implications for policymakers to consider this dynamic and develop leadership preparation programmes and professional development that build principals’ capacity to navigate their complex roles while working towards the necessary structural reform.