Experiencing School Leadership
A Phenomenological Study of the Mental Models of Secondary School Principals in Karachi
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https://doi.org/10.48112/aessr.v4i4.939Abstract
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School leadership has been studied extensively in recent decades. There is, however, a lack of research on the mental models of school leadership, particularly in the context of a developing country like Pakistan. In this qualitative phenomenological study, we explored the mental models of school leadership among 14 secondary school principals working in the private sector in Karachi, Pakistan. Semi-structured interviews were used to collect data. A step-by-step phenomenological data analysis was conducted, incorporating processes such as epoché, horizonalization, thematic portrayal, textural description, structural description and textural-structural synthesis. The study revealed seven major themes: enormous responsibility, sacred work, change is indispensable, troubling experiences with teachers and parents, principals as leaders in multiple roles, support needed from staff and parents, and challenging areas of school management. Recommendations of the study were – but not limited to – that school principals should reflect on their thinking, views, beliefs and assumptions related to school leadership to see how their mental models are affecting their leadership practices either positively or negatively.
Keywords:
Mental models, Phenomenological study, Private sector schools, School leadership, Secondary school principalsReferences
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