SPECIAL EDUCATION TEACHERS AS AGENTS OF CHANGE: A NARRATIVE STUDY OF TEACHER AGENCY IN EMERGENCY SHELTER SCHOOLS

This study explores the experiences of Special Education Teachers (SETs) as agents of change in Emergency Shelter On-Site Schools (ESOSs) through narrative inquiry.Twelve SETs from seven Israeli ESOSs shared 22 stories about their most meaningful experiences in this context.The analysis revealed three main findings: (a) positive changes in students and SETs were identified, emphasizing both academic progress and emotional wellbeing in students as well as positive changes in SETs perceptions and points of view regarding students; (b) two pathways to student success were observed-a slow, gradual process and pivotal turning points, and (c) three distinct profiles of teacher agency were revealed-Mastery-focused, Empowerment-focused, and Attachment-focused.These findings align with a trauma-informed educational approach and enhance the understanding of teacher agency in challenging contexts.Implications for pre-and in-service teacher training programs include cultivating effective teacher agency across all three profiles, recognizing different trajectories of student success, and developing a growth mindset in teachers.