School Administrators’ Perceptions of Mediation: A Metaphorical Analysis

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ÖZÇETİN S., GÖK R., Küçükakşit M., Küçükakşit P.

European Journal of Social Science Education and Research, cilt.13, sa.3, ss.670-693, 2026 (Scopus)

Özet

This study aims to explore school administrators’ metaphorical perceptions of the concept of mediation. A qualitative research design based on phenomenology was employed. The study group consisted of 76 school principals and vice-principals working at public primary, middle, and high schools in Antalya, Türkiye, during the 2025–2026 academic year. Participants were selected using maximum variation sampling, a purposive sampling strategy. Data were collected online via Google Forms using a semi-structured interview form developed by the researchers and analysed through content analysis. The valid metaphors produced by the participants provided a rich source for understanding their perceptions of mediation. These metaphors were grouped under eleven themes: facilitating communication and unity, neutrality, reflection, balancing, leadership and authority, peaceful approach and reconciliation, flexibility, analytical thinking skills, conflict resolution skills, protection and prevention, and guidance. Representative metaphors included bridge, scale, mirror, mother, lion, dove, chameleon, owl, Swiss Army Knife, seat belt, and compass. These metaphors reflect a perception of the mediator as a communication facilitator, an impartial and fair actor, a balancer, a leader, a peaceful problem solver, an adaptable thinker, a protector, and a guiding figure. Overall, the findings suggest that school administrators conceptualize mediation as a multidimensional leadership practice that integrates relational, ethical, and managerial competencies.