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

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Management Administration & Leadership Pub Date : 2021-11-29 DOI:10.1177/17411432211058942
Thida Kheang Dr
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引用次数: 1

Abstract

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.
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冲突后柬埔寨领导教育重建:小学领导的观点
尽管最近学术界对教育领导力的兴趣日益浓厚,但几乎没有人关注冲突后的局势。本文旨在了解冲突后柬埔寨小学领导人对他们在教育重建和发展过程中所面临的问题以及他们为处理这些问题所采取的战略的看法。本研究采用解释主义范式下的定性研究方法。采用半结构化访谈法对20名小学领导进行数据收集。数据分析采用扎根理论数据分析方法,即开放编码和分析归纳法。该研究认为,虽然冲突后柬埔寨的教育重建总体上取得了实质性进展,但小学领导在日常工作中面临着多重问题。其中一些问题可具体归因于武装冲突和种族灭绝的遗留问题,而另一些问题可能涉及发展中世界的更广泛背景。研究结果对教育领导的政策和实践以及冲突后和发展中国家背景下的进一步研究具有启示意义。
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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