ERIC Number: EJ1168903
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Giving Voice to Headteachers Using Interpretative Phenomenological Analysis-IPA: Learning from a Caribbean Experience
Moriah, Mishel P.
Management in Education, v32 n1 p6-12 Jan 2018
Successful school leadership is an issue debated globally, but these discussions do not seem to occur within the context of inclusive education in the Caribbean. Although there have been reports indicating steady progression in educational leadership and inclusive practices within the last decade, no planned, long-term innovations have emerged. This article reports part of a small-scale, qualitative study, conducted with 16 headteachers of secondary schools from across Guyana and Trinidad & Tobago. An interpretative phenomenological approach was used to explore how headteachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. The study identified a relationship between the lived experiences of headteachers, and their resulting approach to leading their respective schools. There is also potential for the strengthening of educational leadership and inclusion through reflexive practice that promotes equity in the schools' contexts.
Descriptors: Phenomenology, Qualitative Research, Principals, Secondary Schools, Administrator Attitudes, Administrator Surveys, Administrator Role, Inclusion, Educational Practices, Alignment (Education), Barriers, Administrative Principles, Foreign Countries, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Trinidad and Tobago; Guyana
Grant or Contract Numbers: N/A