Constraints in Empowering School Culture: A Case Study of Novice Principals in District Mardan, Pakistan
Abstract
This study aimed to explore novice principal’s challenges in an attempt to transform a more progressive, cultivated and constructivist school culture. The goal of this qualitative case study was to strengthen and enrich qualitative results and to address the novice principal’s leadership and teachers beliefs with reference to the acquisition of cultivated school for the transformation of quality education. Research questions include: How do school principals find the challenge in reshaping the school culture? Research design adopted was qualitative multiple case studies. Purposive sampling was carried for participant’s selection while convenient sampling for school selection. Data was collected, analyzed following the emergence of themes and their findings produced valuable recommendations for school principals, educational practitioners and policy maker’s i.e. an in-service Continuous Professional development program for school principals and teachers is recommended to reshape and reorganize the school culture. School principal should be free in formulation of rules and regulations for admission, examinations and scheme of studies. Principals need to encourage collaboration between school staff, in order to ensure that best practices are shared for attaining common goal of transforming quality education.
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