The landscape of principalship in Yangon, Myanmar
Aung, Pwint Nee
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Citation:Aung, P. N. (2017). The landscape of principalship in Yangon, Myanmar. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management, Unitec Institute of Technology, New Zealand.
Permanent link to Research Bank record:https://hdl.handle.net/10652/4241
RESEARCH QUESTIONS: 1. What is an international view of principalship? 2. What do documents reveal about the roles and responsibilities of Myanmar principals? 3. How do Myanmar principals perceive and interpret their roles and responsibilities? 4. What challenges do Myanmar principals experience? Next to teachers, principals are the most important factor in improving student learning outcomes. Consequently, it is becoming essential to look at principalship in different national contexts. Very little evidence of credible research exists in relation to principalship in Myanmar (Burma). This study aims to close that gap by investigating what principalship looks like across primary, middle and high schools in one township in Yangon Division in Myanmar containing two primary, three middle and three high schools. In this qualitative study, an interpretive approach was used to investigate the experiences, perceptions and practices of all eight school principals in the township of Yangon, Myanmar. In this qualitative study, an interpretive approach was used to investigate the experiences, perceptions and practices of all eight school principals in the township of Yangon, Myanmar. Two qualitative methods were employed: semistructured interviews, and documentary analysis. Firstly, semi-structured interviews were used to explore how Myanmar principals perceive and interpret their role and responsibilities. Secondly, documentary analysis was undertaken to examine what documents revealed about the role and responsibilities of Myanmar principals.