Education Commons^™

Continuous Professional Development Strategies Of Nepali Secondary Principals: Navigating Challenges In Changing Times, Shankar Dhakal, Geoffrey W. Lummis, Andrew Jones

Research outputs 2022 to 2026

This article delves into the ‘continuous professional development’ (CPD) strategies of three Nepali public secondary principals in complex settings. Through semi-structured interviews, the case studies reveal key CPD themes such as academic qualifications, contextual learning, collaborative networking, leadership training, critical self-reflection, and spiritual dimensions aligned with contextual expectations. The research reinforces the importance of networking and collaboration, in providing targeted CPD for principals, necessitating the negotiation of cultural sensitivities. These insights carry vital implications for school leadership in Nepal and similar international contexts, providing strategies to ensure positive educational outcomes.

Headteachers In Difficult Circumstances: A Study Of School Leaders In Post-Conflict, Post-Disaster Nepal, Rupak Dahal

Theses: Doctorates and Masters

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 …

School Leaders’ Perspectives On Educating Teachers To Work In Vulnerable Communities: New Insights From The Coal Face, Lynette Longaretti, Dianne Toe

Australian Journal of Teacher Education

Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people.

The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings.

This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills …

School Leaders As Participants In Teachers’ Professional Development: The Impact On Teachers’ And School Leaders’ Professional Growth, Annette Hilton, Geoff Hilton, Shelley Dole, Merrilyn Goos

Australian Journal of Teacher Education

Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers’ and leaders’ professional growth. The findings showed that school leaders’ participation in teacher professional development programs has a positive influence on the capacity …

Entry Planning : A Key Aspect In Preparing For School Leadership In Western Australia, Eleanor Maree Hughes

Theses: Doctorates and Masters

Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is …

Realising The Investment In Ict In Schools: School Leadership The Missing Piece, Christopher Newhouse

Research outputs 2011

This paper draws on a range of internal research and external reports to discuss the relationship between school leadership and the impact of Information and Communications Technology (ICT) in schools. Characteristics of school leadership and related decision-making processes are key determinants to the successful integration of ICT. While the Principal‟s role is important, having a leadership team that includes a curriculum leader who provides vision and support in the use of ICT is the most important component. The effectiveness of such a role depends on its connection with the leadership structure, the status of the person, and personal characteristics.