Abstract
Despite the growing academic interest in educational leadership in recent years, hardly any of it has focused on extraordinarily challenging circumstances, especially those in post-conflict societies. This study, based on the interpretivist paradigm, aimed to generate theory on primary school leadership in post-conflict Cambodia. The results indicate that Cambodia experienced multiple political upheavals which brought about changes to policies and practices in primary school leadership throughout the country. Implications are presented that relate to the current body of literature in the field, to future research on educational leadership in post-conflict and developing countries, and to improving leadership practice in Cambodia.
Original language | English |
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Qualification | Doctor of Philosophy |
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Award date | 17 May 2017 |
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Publication status | Unpublished - 2017 |