School administrators organise several factors, such as the structure of the school, teachers, staff, students and parents to achieve educational objectives. Managing such a large-scale organization often involves addressing unexpected problems. School administrators face significant challenges in maintaining educational continuity following large-scale crises, such as the February 6, 2023, earthquakes in Türkiye. This study investigates the obstacles encountered by primary school administrators during the post-earthquake period. The research employs a qualitative design, gathering data through semi-structured interviews conducted with 18 school administrators affected by the earthquake disaster. The participants were school administrators working in primary schools located in the central districts of Hatay Province. The collected data were analysed using thematic analysis. The analysis identified various problems resulting from the earthquakes in the region, including the migration of families and students to different provinces, damage to school buildings, lack of internet access and educational materials, inequality in opportunities, and psychological challenges such as stress, anxiety, reduced motivation, and low morale. Additional concerns included uncertainty about the future, as well as difficulties related to accommodation, transportation, communication, teacher assignments, and access to teaching resources faced by school administrators and teachers. Furthermore, the study emphasizes the need to provide psychological support to school staff, students, and teachers; create safe educational environments; reorganize and enhance teaching materials; repair and reconstruct damaged school buildings; develop crisis management programs; and offer both financial and psychological support to affected families. These findings highlight the urgent need for improved disaster preparedness and post-disaster support systems within the educational sector.