School Principals’ Perceptions on the Conducive Learning Environment and Their Current Practices: An Exploratory Study at Trashigang District, Bhutan
Article Sidebar
Main Article Content
Abstract
This study aimed to explore principals’ perceptions and current practices in schools to build conducive learning environment. The study employed qualitative research method guided by the constructivist paradigm. The study was conducted in Trashigang District, Bhutan, with 22 principals from February 2022 to July 2022. This study was purely exploratory, and the findings were broadly categorized into six themes: perceptions of a conducive learning environment, current practices in creating a conducive learning environment, managing students’ behavior, organizing the physical ambiance, and managing academic activities. Further, this study presents issues and challenges faced by school leaders. The study’s findings showed that school principals have positive perceptions of a conducive learning environment. The school principals in the study had given some methods to tackle academic, behavioral, and social issues. The study findings will help newly recruited principals create a conducive learning environment. Further, the study’s finding recommends Ministry of Education (MoE) and relevant stakeholders provide professional development to school leaders on behavioral management and enhancement of students’ academic performance. Moreover, the study recommends MoE to see if financial autonomy can be provided to the school. However, study’s finding is from the schools of one District and cannot be generalized. Therefore, future researchers can find the attributes of a conducive learning environment with a more excellent sample to validate the findings.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: CC BY-NC-ND 4.0
References
Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.
Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm: Impplication for research,teaching and learning. Global Journal of Arts Humanities and Social Sciences, 4(10), 1-9.
Agasisti, T., Bonom, F., & Sibiano, P. (2012). Do the managerial characteristics of schools influence their performance? International Journal of Educational Management, 26(6), 593-609.
Agustina, M., Kristiawan, M., & Tobari. (2021). The influence of principal’s leadership and school’s climate on the work productivity of vocational pharmacy teachers in Indonesia. Online Submission, Journal of Educational Review, 3(1), 63-76.
Ahmad, S. S., Shaari, M. F., Hashim, R., & Kariminia, S. (2015). Conducive attributes of physical learning environment at preschool level for slow learners. Procedia - Social and Behavioral Sciences, 201, 110-120.
Akpomi, M. E., & Kayii, N. E. (2022). Constructivist approaches: A budding paradigm for teaching and learning entrepreneurship education. International Journal of Education, Teaching, and Social Science, 1(2), 31-44.
Alhojailan, M. I. (2012). A thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39-47.
Andriani, S., Kesumawati, N., & Kristiawan, M. (2018). The influence of the transformational leadership and work motivation on teachers performance. International Journal of Scientific & Technology Research, 7(7), 19-29.
Anyaogu, R. O. (2016). Creating conducive learning environment and management: A panacea for effective learning and creativity in schools. International Journal of Academia, 2(1), 2505-0540.
Braun, V., Clarke, V., Boulton, E., Davey, L., & McEvoy, C. (2021). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654.
Bush, T., & Glover, D. (2003). School leadership: Concepts and evidence. London: SAGE Publications.
Bush, T., & Glover, D. (2014). School leadership models: what do we know? School Leadership & Management, 34(5), 553-571.
Dema, T. (2021). Leadership at the primary school level in Bhutan: A study of the historical background, recent developments, and current concerns of school leaders in a constitutional monarchy and developing country. Retrieved from https://research-repository.uwa.edu.au/files/111399964/THESIS_DOCTOR_OF_PHILOSOPHY_DEMA_Tshewang_2021.pdf
Dutta, V., & Sahney, S. (2016). School leadership and its impact on student achievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30(6), 941-958.
Farid, N., Khan, N., & Lateef, A. (2018). Role of secondary schools heads in utilization of physical facilities for developing conducive learning environment. Sir Syed Journal of Education & Social Research, 1(2), 102-113.
Fourie, E. (2018). The impact of school principals on implementing effective teaching and learning practices. International Journal of Educational Management, 32(6), 1056-1069.
Grobler, B. (2013). The school principal as instructional leader: A structural equation model. Education as change, 17(sup1), S177-S199.
Hallinger, P. (2003). Leading Educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of education, 33(3), 329-352.
Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and policy in schools, 4(3), 221-239.
Haven, T. L., & Grootel, L. V. (2019). Preregistering qualitative research. Accountability in Research, 26(3), 229-244.
Joshi, D., Gokhale, V. A., & Acharya, A. (2012). Student’s response and behavior in the classroom environment. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 926-934.
Karnati, N. (2019). Academic supervision to improve the competency of elementary school teachers. Australasian Journal of Educational Technolog, 35(1), 36-46.
Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41.
Kumalasari, P. I., & Sugito. (2021). The role of student’s parent in shaping home learning environment (HLE) for early childhood. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1512-1535.
Lacey, A., & Luff, D. (2007). Qualitative data analysis. The NIHR RDS for the East Midlands / Yorkshire & the Humber.
Lee, V., & Landers, R. N. (2022). Sampling strategies for quantitative and qualitative bussiness research. Bussiness and Management. Retrieved from https://doi.org/10.1093/acrefore/9780190224851.013.216
Leo, U. (2015). Professional norms guiding school principals’ pedagogical leadership. International Journal of Educational Management, 29(4), 461-476.
Liaqat, S., Naz, A., & Nasreen, A. (2020). Role of mentoring in secondary school education: mentees' experiences and challenges. Pakistan Social Sciences Review, 4(2), 862-870.
Lumadi, M. W. (2014). Building a conducive learning environment in dysfunctional schools: A curriculum development tool. Mediterranean Journal of Social Sciences, 5(6), 319-325.
Maponya, T. J. (2020). The Instructional Leadership Role of the School Principal on Learners' Academic Achievement. African Educational Research Journal, 8(2), 183-193.
Mendell, M. J., Eliseeva, A., Davies, M. M., Spears, M., Spears, M., Lobscheid, A., & Apte, M. G. (2013). Association of classroom ventilation with reduced illness absence:a prospective study in California elementary schools. Indoor air, 3(6), 515-528.
Ministry of Education. (2014). Bhutan education blueprint. Thimphu, Bhutan: Ministry of Education.
Ministry of Education. (2021). Education Policy Guidelines and Instructions (EPGI). Thimphu, Bhutan: Policy and Planning Division, Ministry of Education.
Ministry of Education. (2022). School performance management system (SPMS) operational guidelines. Thimphu, Bhutan: Education monitoring division, Department of School Education.
Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48.
Murtiningsih, M., Kristiawan, M., & Lian, B. (2019). The correlation between supervision of headmaster and interpersonal communication with work ethos of the teacher. European Journal of Education Studies, 6(1), 246-256.
Nasreen, A. (2019). The World of a School Principal: A Qualitative Study of Secondary School Principals' Selection, Capability, and Current Practices in the Province of Punjab. Bulletin of Education and Research, 41(2), 161-179.
Nooruddin, S., & Baig, S. (2014). Student behavior management: School leader’s role in the eyes of the teachers. International Journal of Whole Schooling, 10(2), 1.
OECD. (2017). The funding of school education: connecting resources and learning. Paris: OECD Publishing.
Peck, B., & Mummery, J. (2018). Hermeneutic constructivism: An ontology for qualitative research. Qualitative Health Research, 28(3), 1-19.
Peterson, B. L. (2017). Thematic analysis/interpretive thematic analysis. The international encyclopedia of communication research methods, 1-9.
Ramos, S. E. (2022). Conducive learning environment: Avenue in coping student’s struggle in the new normal. International Journal of Research Publications, 101(1), 419-426.
Renata, Wardiah, D., & Kristiawan, M. (2018). The influence of headmaster’s supervision and achievement motivation on effective teachers. International Journal of Scientific & Technology Research, 7(4), 44-49.
Samoei, C. J. (2015). Instructional supervisory role of principals and its’influence on students academic achievement in public secondary schools in nandi north district nandi county kenya. Nairobi, Kenya: The Catholic University of Eastern Africa.
Shulhan, M. (2018). Leadership style in the madrasah in Tulungagung: how principals enhance teacher’s performance. International Journal of Educational Management, 32(4), 641-651.
Singh, S. B. (2018). Importance of games and sports in our life. International Journal of Physiology, Nutrition and Physical Education, 3(2), 1220-1222.
Stratton, S. J. (2021). Population research: convenience sampling strategies. Prehospital and disaster Medicine, 36(4), 373-374.
Taherdoost, H. (2016). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management, 5(3), 28-36.
Tan, C. Y. (2016). Examining school leadership effects on student achievement: the role of contextual challenges and constraints. Cambridge Journal of Education , 48(1), 21-45.
Tzani-Pepelasi, C., Ioannou, M., Synnott, J., & McDonnell, D. (2019). Peer support at schools: the duddy approach as a prevention and intervention strategy for school bullying. International journal of bullying prevention, 1(2), 111-123.
Velarde, J. M., Ghani, M. F., & Adams, D. (2020). Leadership practices in a conducive multicultural learning environment: Insights from national secondary school teachers. MOJEM: Malaysian Online Journal of Educational Management, 8(3), 48-63.
Waiba, P. S., Sherab, J., & Hingmang, A. R. (2021). An empirical study on quality of education: A case study in primery schools in Wangdue Phodrang district, Bhutan. International Journal of Engineering Applied Sciences and Technology, 6(3), 36-44.
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315-352.
Wangchuk K., D. (2018). School principals perceptions towards instructional leadership practices : A case study from the Southerndistrict in Bhutan. Retrieved from https://rsuir-library.rsu.ac.th/handle/123456789/771
Wangchuk, K. (2018). Leadership in Bhutan: Gross National Happiness (GNH) and Human Values. Retrieved from https://rsucon.rsu.ac.th/files/proceedings/inter2018/G4-IN18-117.pdf
Wangdi, P. (2021). Barriers to implementing principals' instructional leadership role in Eastern Bhutan. International Journal of Science and Innovative Research, 2(8), 40-76.
Yangdon, Y. (2019). Factors affecting the implementation of Green Schools in Bhutan. International Journal of Humanities and Education Development (IJHED), 1(4), 196-207.
Young, D. S., & Casey, E. A. (2019). An examination of the sufficiency of small qualitative sample. Social Work Research, 43(1), 53-58.
Yulianti, K., Denessen, E., Droop, M., & Veerman, G.-J. (2021). Transformational leadership for parental involvement: How teachers perceive the school leadership practices to promote parental involvement in children’s education. Leadership and Policy in Schools, 20(1), 277-292.