Leading educational reconstruction in post-conflict Cambodia: Perspectives of primary school leaders

2021 ◽  
pp. 174114322110589
Author(s):  
Thida Kheang Dr
Keyword(s):  
Educational Leadership ◽  
Primary School ◽  
School Leaders ◽  
Research Approach ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Post Conflict ◽  
Conflict Situations ◽  
Substantial Progress ◽  
Educational Reconstruction

Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others may refer to the broader context of the developing world. The findings have implications for policy and practice in educational leadership and further research in the post-conflict and developing-country contexts.

Post-conflict housing reconstruction in the Gaza Strip

2019 ◽  
Vol 13 (2) ◽  
pp. 317-330
Author(s):  
Ghassan Elkahlout
Keyword(s):  
Building Materials ◽  
Gaza Strip ◽  
Research Approach ◽  
Structured Interviews ◽  
Conflict Setting ◽  
Content Type ◽  
Post Conflict ◽  
The Gaza Strip ◽  
Housing Reconstruction ◽  
Housing Units

Purpose The purpose of this paper is to study the feasibility of using the agency-driven housing approach in a post-conflict context. This paper aims to identify the challenges in applying the agency-driven approach within the context of post-conflict housing reconstruction in the Gaza Strip. Design/methodology/approach In this paper, a qualitative research approach was adopted. Semi-structured interviews were conducted with key stakeholders and representatives of project beneficiaries. Secondary data drawn from academic papers, articles, technical reports and media reports were also obtained. Findings The findings support doubts in the literature about the feasibility of using the agency-driven approach in post-conflict housing reconstruction. The paper concludes that an agency-driven housing project successfully constructed a few thousand housing units and provided thousands of temporary job opportunities. The project encountered challenges in beneficiary selection; affordability of housing units; access to building materials; governance issues; and delays in implementation. Practical implications This paper offers valuable lessons for decision-makers, planners and architects to build on in future endeavours in Gaza and in similar contexts. Originality/value This paper particularly confirms the challenges of using the agency-driven housing approach in a post-conflict setting. These findings are useful for policy-makers to develop relevant strategies to address housing needs in the Gaza Strip.

scholarly journals Assessing Stress Factors and Coping Strategies among Primary Schools Adolescents in Moshi District, Tanzania

2018 ◽  
Vol 5 (7) ◽  
pp. 4900-4911
Author(s):  
Edith Mwananzila ◽  
Muteti Catherine Mueni
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Primary Schools ◽  
High Stress ◽  
Signs And Symptoms ◽  
Stress Factors ◽  
Research Approach ◽  
Structured Interviews ◽  
Cross Sectional ◽  
And Coping

The purpose of the study was to determine factors attributed to primary schools adolescents’ stress and common stress coping strategies they use. Four research questions guided this study. The study employed mixed research approach. Descriptive cross-sectional design was used. Participants were 225 primary schools’ adolescents and 15 primary class teachers and five primary heads of schools. Data were collected through structured questionnaire, semi structured interviews and focus group discussion. Data were analysed using both content and thematic analysis. The findings of the study reveal that, most of adolescents had experienced stress even though some of them were not sure whether they were stressed or not due to lack of knowledge regarding stress and the sources of stress. Furthermore, the study found that two thirds of primary school adolescents often experienced symptoms of stress implying that they had high stress levels. Similarly, the study found that majority of the pupils often employed positive coping strategies. The study concludes that primary school adolescents in Moshi municipality were subjected to high levels of stress which affects their psychological wellbeing although they had not been able to address the sources of stress. Adolescents lacked the awareness of signs and symptoms of stress which increased the level of stress among them. Moreover, the pupils reported nervousness, anger, anxiety, sickness and lack of concentration during class hours. Primary schools adolescents were not able to device relevant coping strategies against stress. The Ministry of Education should put more emphasis on the issue of stress and coping strategies in primary schools by introducing well-structured formal support systems. The family should learn to support and be helpful for adolescents faced with stress, no matter how they are adapting to the stress. Moreover, schools should pay attention to students’ trouble with learning and apply appropriate strategies to enhance their learning effectiveness

scholarly journals Food Education in schools: why do some headteachers make this a priority?

2021 ◽  
Author(s):  
◽  
Jason O'Rourke
Keyword(s):  
Primary School ◽  
School Connectedness ◽  
Positive Impact ◽  
School Leaders ◽  
National Curriculum ◽  
Well Being ◽  
Social Constructionist ◽  
Food Culture ◽  
Structured Interviews ◽  
Food Education

This thesis concerns the reasons why some primary school headteachers in England include Food Education so prominently in their school’s pedagogical curriculum. School leaders are seen as the ‘architects’ of transforming the food culture within a school setting. The current inclusion of Food Education in the English National Curriculum focuses on teaching children about how food choices can have a positive impact on their own physical health and well-being. My study investigates if there are other reasons why a set of recognised leaders in Food Education include this learning focus in their school’s curriculum despite the fact that this is not an area for which they are held accountable. This qualitative research study is based on semi-structured interviews with ten primary school headteachers in England. The responses from the face-to-face semi-structured interviews with the headteachers are submitted to Reflective Thematic Analysis which leads to two contributions to the literature, summarised below. The theoretical framework takes a social constructionist approach, focusing on the interpretation of the school leaders’ views, experiences and practices of including Food Education into their school’s curriculum. My findings reveal that the headteachers who do include Food Education in their school’s pedagogical curriculum do not use it solely to support the healthy eating agenda. By shaping the school ethos and culture through the communication of their personal and professional values and vision, they are also able to extend the wider benefits of Food Education to positively influence other aspects of the school and the wider community. Their use of the ‘pedagogical curriculum’ as a stimulus has enabled them to enact what I call ‘pedagogical commensality’ which supports school connectedness and has the potential to have wide ranging benefits to both the children's academic and health outcomes and the wider community. Recommendations relate to government policy on incorporating learning about food in its broader context into the English National Curriculum. By including the social, cultural, political, environmental, aesthetic and sustainable benefits of food, schools could provide learning opportunities that extend beyond the narrow bio-pedagogical focus that Food Education currently occupies and could support key areas such as community cohesion, personal values development and inclusion. This has implications for the professional development of school leaders and the inclusion of Food Education curriculum in Initial Teacher Training programmes. This thesis claims new knowledge in relation to how Food Education can be used as an embodiment of the headteacher’s values-based leadership approach; and how ‘pedagogical commensality’ can be used as a tool to support the personal and social development of the children and the school community.

scholarly journals An Online CPED Educational Leadership Program: Student Perspectives on Its Value and Influence on Professional Practice

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Kara Lasater ◽  
Ed Bengtson ◽  
Maureen Murphy-Lee
Keyword(s):  
Educational Leadership ◽  
Doctoral Students ◽  
Professional Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Student Perspectives ◽  
Full Time ◽  
Structured Interviews ◽  
Online Delivery

      This qualitative case study of an online educational doctorate program in educational leadership examined how students perceived the value and influence of their experiences as doctoral students while practicing as full-time school leaders. Data were collected using surveys and in-depth semi-structured interviews.  Through ongoing analysis of data, three themes emerged surrounding the concepts of: change in ways of thinking; program presented multiple values; and connections to others. The significance of these findings are discussed in terms of how online doctorate programs can be successful in the eyes of students who participate in them by offering synchronous online delivery, providing applicable content, and developing worthwhile connections between students and faculty.

scholarly journals MANAGING HOUSING NEEDS IN POST CONFLICT HOUSING RECONSTRUCTION IN SRI LANKA: GAPS VERSES RECOMMENDATIONS

2016 ◽  
Vol 20 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Krisanthi SENEVIRATNE ◽  
Dilanthi AMARATUNGA ◽  
Richard HAIGH
Keyword(s):  
Sri Lanka ◽  
Housing Development ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Policy Makers ◽  
Irrigation Development ◽  
Post Conflict ◽  
Do No Harm ◽  
Housing Needs ◽  
Housing Reconstruction

Addressing housing needs in post conflict housing reconstruction leads to successful housing reconstruction. As part of a study of investigating how the housing needs can be effectively addressed in post conflict housing reconstruction, this paper identifies the gaps in managing housing needs in post conflict housing reconstruction within the context of Sri Lanka and presents the recommendations to minimise such gaps. Data was collected through un-structured interviews conducted with 37 participants, comprising policy makers, practitioners, academics and beneficiaries who engaged in post conflict housing reconstruction in Sri Lanka. Gaps were mainly found in conflict sensitivity, measures related to physical housing, performance of implementing agencies, policy and practice issues. On the job training, application of ‘do no harm’ principles, enhanced beneficiary participation, enhanced accountability, effective monitoring, enhanced knowledge sharing, adequate drinking water facilities, irrigation development and initiatives for material manufacturing were suggested as recommendations to minimise these gaps. Identification of gaps in managing housing needs in post conflict housing reconstruction and recommendations to minimise them inform policy makers to address the housing needs effectively through incorporating these aspects into the related policies. This in turn enhances the sustainability in housing development after conflicts.

scholarly journals Leading Rwandan Primary Schools: Some Deliberations on the Past, Present, and Future

2019 ◽  
Vol 28 (1) ◽  
pp. 79-98
Author(s):  
Gilbert Karareba ◽  
Simon Clarke ◽  
Tom O’Donoghue
Keyword(s):  
Educational Leadership ◽  
Primary School ◽  
School Leadership ◽  
Primary Schools ◽  
School Leaders ◽  
Data Gathering ◽  
Document Analysis ◽  
Historical Background ◽  
The Past

This article is premised on the belief that research on educational leadership should embrace different settings. Accordingly, a Rwandan study is reported informed by three interrelated aims regarding primary school leadership: to understand its historical background from colonial times to 1994 (the genocide year), to understand developments occurring from 1994 to 2014, and to understand perspectives of primary school leaders on their concerns. Data gathering methods comprised interviews, document analysis, and observation. Key outcomes of the study are articulated according to propositions relating to each research aim illuminating the past, present, and future of primary school leadership in Rwanda.

scholarly journals Global trends in a fragile context: public–nonpublic collaboration, service delivery and social innovation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aleksandar Bozic
Keyword(s):  
Social Services ◽  
Social Innovation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Content Type ◽  
Global Trends ◽  
Civil Society Organisations ◽  
Post Conflict ◽  
External Pressures

Purpose This study aims to enhance the understanding of the nature of collaboration between public and nonpublic actors in delivering social services and achieving social innovation in a fragile context, with an emphasis on the role of civil society organisations (CSOs). The paper focuses on Bosnia and Herzegovina, a Southeastern European country which has faced a turbulent post-conflict transition and experienced challenges in its social welfare policy and practice. Design/methodology/approach This study uses institutional theory, particularly new institutionalism and institutional networking, as a lens through which to understand public and nonpublic collaboration and social innovation within a fragile context. This study adopts a sequential mixed-method approach. Data were derived from 15 semi-structured interviews with representatives from local CSOs, international donors and public institutions, as well as a survey of 120 CSO representatives. Findings The collaboration and social innovation in a fragile welfare context have been initiated primarily by nonpublic actors and developed within the triple context of relations between public, civil and foreign donors’ organisations. In such a context, coercive, normative and mimetic isomorphisms act as leading drivers, but also as potential barriers of public–nonpublic collaboration and social innovation. They are triggered by influences from multiple actors, challenging power relations and external pressures on local CSOs. Originality/value The paper contributes to the growing research interest in the role of nonpublic actors in the provision of public services and public social innovation, but examines these issues from the perspective of a fragile context, which has thus far been overlooked in the literature.

scholarly journals LEADERSHIP PRACTICES AMONGST HEADMASTERS OF C ACCREDITED PRIMARY SCHOOLS IN THE REGION OF PASER INDONESIA

2019 ◽  
pp. 51-60
Author(s):  
Muhammad Rusydi ◽  
Zahari Hashim
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Leaders ◽  
Research Result ◽  
Case Study Research ◽  
Academic Excellence ◽  
Research Approach ◽  
Teachers And Parents

This research intended to investigate and assess the leadership practices amongst headmasters of C accredited primary schools in the region of Paser, Indonesia. The qualitative research approach was employed in the form of a case study research design. The respondent selection was carried out through the purposive sampling method resulting in the choosing of three primary school headmasters from the region of Paser, Indonesia. The instruments utilized for data collection purposes comprised of interview, observation and document analysis. Research result demonstrated that the three headmasters as school leaders practiced several of the traits proposed in the instructional leadership and leadership strategies theories. The elements that were observed practiced by the headmasters include planning and disseminating school goals, planning teaching management programmes, supervising and assessing teaching programmes, monitoring students’ progress, controlling study period, encouraging professional development, maintaining participation in activities, emphasizing academic excellence, preparing incentives for students as well as evaluating the overall school climate. Nevertheless, the research also noted that the headmasters did forgo some of the elements namely evaluating school goals, supervising the curriculum as well as formulating incentives for the teachers. Moreover, said headmasters also faced numerous challenges in practicing leadership qualities. These challenges met by the C accredited primary school headmasters in the Paser region include student, teachers, and parents related problems, as well as infrastructure deficiencies. The research thus implied that the leadership characteristics demonstrated by the three participating headmasters could be used as a reference point by other school leaders in Indonesia. Apart from that, the research also urges the ministry of education to take initiative in tackling the aforementioned challenges confronted by headmasters in general.

scholarly journals Perceptions of Three South African Primary School Principals on the School – Based Violence

2021 ◽  
Vol 4 (2) ◽  
pp. 27
Author(s):  
Mkhomi Moses Sipho ◽  
Mavuso Mzuyanda Percival
Keyword(s):  
Primary School ◽  
South African ◽  
Primary Schools ◽  
School Principals ◽  
Conflict Theory ◽  
Research Approach ◽  
Structured Interviews ◽  
School Based ◽  
Primary School Principals ◽  
Intergroup Conflicts

This paper investigated the perceptions of three selected South African primary school principals based in Jabulane - Soweto on School-based Violence (SBV).The qualitative research approach was used with participants purposively selected from three primary schools. The study was based on the interpretive paradigm, and as such the semi-structured interviews were conducted with the selected school principals. The data collected from participants was analysed and categorised into themes. The collected data gave the participants’ perceptions on the role of intergroup conflicts, and how it perpetuates school-based violence. The paper is underpinned by Social Conflict Theory.   Received: 5 August 2021 / Accepted: 15 September 2021 / Published: 5 November 2021

Management of Records in Adapted Buildings as Records Centres in Zimbabwe

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Samson Mutsagondo ◽  
Getrude Maduyu ◽  
Godfrey Tsvuura
Keyword(s):  
Qualitative Research ◽  
Case Study Research ◽  
Research Approach ◽  
Records Management ◽  
Personal Observation ◽  
Structured Interviews ◽  
Design Data ◽  
Professional Management ◽  
The Government

This paper discusses the challenges of records management that arise from the use of adapted buildings as records centres in Zimbabwe, despite the advantages of using such buildings. A qualitative research approach was used as well as a case study research design. Data were collected from seven officers of the Gweru Records Centre through semi-structured interviews. Personal observation was used to triangulate findings from interviews. It was found that the use of adapted buildings as records centres was a cheaper and quicker way of establishing records centres throughout the country. However, a number of preservation, security and management challenges cropped up as the conditions of the buildings and the environment of the adapted buildings were not conducive to the proper and professional management of records. This study is important in that it explores the prospects and challenges of using adapted buildings as records centres in Zimbabwe, an area that has not been researched by many authors. This provokes archival authorities and the government to seriously consider establishing purpose-built records and archival centres.

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