Document Type
Journal Article
Publication Title
Journal of Educational Administration and History
Publisher
Taylor & Francis
School
School of Education
RAS ID
64573
Abstract
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.
DOI
10.1080/00220620.2023.2298322
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Dhakal, S., Lummis, G. W., & Jones, A. (2024). Continuous professional development strategies of Nepali secondary principals: Navigating challenges in changing times. Journal of Educational Administration and History. Advance online publication. https://doi.org/10.1080/00220620.2023.2298322