Primary School Leadership in Cambodia

Context-Bound Teaching and Leading

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Administration
Cover of the book Primary School Leadership in Cambodia by Thida Kheang, Tom O'Donoghue, Simon Clarke, Springer International Publishing
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Author: Thida Kheang, Tom O'Donoghue, Simon Clarke ISBN: 9783319763248
Publisher: Springer International Publishing Publication: March 16, 2018
Imprint: Palgrave Macmillan Language: English
Author: Thida Kheang, Tom O'Donoghue, Simon Clarke
ISBN: 9783319763248
Publisher: Springer International Publishing
Publication: March 16, 2018
Imprint: Palgrave Macmillan
Language: English

This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is – perhaps unsurprisingly – faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is – perhaps unsurprisingly – faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.

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