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.

Document Type

Journal Article

Date of Publication

1-1-2024

Volume

56

Issue

3

Publication Title

Journal of Educational Administration and History

Publisher

Taylor & Francis

School

School of Education

RAS ID

64573

Creative Commons License

Creative Commons Attribution 4.0 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, 56(3), 335-353. https://doi.org/10.1080/00220620.2023.2298322

First Page

335

Last Page

353

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Link to publisher version (DOI)

10.1080/00220620.2023.2298322