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Transforming Practice: Supporting Secondary Science Teachers of English Learners
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First Things First: Mission, Relevancy and Supporting Persistence of First-Generation College Students
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In: ETD Collection for Fordham University (2022)
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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A Predictive Correlational Study of Collegiate Educational Leader's Cultural Orientations and Their Cultural Intelligence Scores
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In: Doctoral Dissertations and Projects (2022)
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Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll
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In: Education and Policy Briefs (2022)
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Relationship Between Self-Efficacy Beliefs, Teacher Age, and Years of Experience of Teachers of Languages Other Than English and Their Perceived Leadership
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In: Doctoral Dissertations and Projects (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Black Student Success in Higher Education: An Asset-Based Examination of Individual and Institutional Factors
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Taylor, Mary. - : eScholarship, University of California, 2021
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Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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The Latina Graduate Experience at Hispanic Serving Institutions
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In: Dissertations (2021)
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The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey
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In: Australian Journal of Teacher Education (2021)
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Headteachers in difficult circumstances: A study of school leaders in post-conflict, post-disaster Nepal
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Dahal, Rupak. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Abstract:
School leadership in developing countries, with a particular focus on post-conflict and post-disaster, is an area of increasing importance to education researchers. However, this research has often been limited to the areas of educational achievement and outcomes, government policies and their impact on school systems, and comparing schools irrespective of their vastly different contexts. This thesis reports on research into school leadership within Nepali government secondary schools, typically referred to as community schools. As a developing country, The Federal Democratic Republic of Nepal (Nepal), faces crucial educational challenges due to its cultural, ethnic, linguistic, and religious diversity, and associated socio-economic disparities exacerbated by national restructuring towards a federal system. Critically, community schools have been further challenged by a decade-long civil war and two catastrophic earthquakes in 2015. Accordingly, secondary school students face inequality in terms of access, participation, and educational achievements. However, recent educational policy frameworks aim to minimise those inequalities by instigating equitable nation-building projects. These frameworks support affirmative, non-discriminatory initiatives in which secondary school headteachers carry out pivotal roles in meeting educational goals. To date, little research has investigated Nepali community school headteachers, their leadership styles, and their perspectives on the roles, responsibilities, priorities, and strategies that are implicit in mitigating the situational challenges in their schools. Through an in-depth investigation, this study aims to address this deficit, by exploring how community school headteachers managed their schools in different and difficult circumstances. This research used a multiple-case study methodology, with the six community school headteachers as case study participants. The theoretical perspective of symbolic interactionism underpinned the research, from the development of the research question, through to data-generation and data analysis. The findings revealed key historic and contemporary contextual challenges that the Nepali community school headteachers coped with at the individual and school levels. Given the diversity of their experiences, perspectives, and actions, together with the distinctive circumstances of their schools, three of the headteachers were found to be demotivated, ineffective, unenthusiastic, and under-resourced. Conversely, the remaining three were committed, highly effective, optimistic, and resourceful. The headteachers who demonstrated a better understanding of the historic educational contexts were more effective school leaders, recognising and responding to these challenges with more successful strategies. The study and its findings are significant, shedding light on the management approaches that Nepali community headteachers used, along with their perspectives in relation to their schools, their students, parents, and the wider community that included school committees and local government agencies. The thesis concludes by identifying and discussing the important leadership implications for Nepali government community school headteachers and the ramifications for local municipal governments and key stakeholder groups.
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Keyword:
Community schools; Developing countries; Education; Educational leadership; Nepal; Post-conflict; Post-disaster; School leadership; Symbolic interactionism
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3488&context=theses
https://ro.ecu.edu.au/theses/2486
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