Leadership Practice Structures in Regular Primary Schools Involved in Inclusive Education Reform in Bangladesh

By Jahirul Mullick, Joanne Deppeler and Umesh Sharma.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The purpose of this paper is to report on a study that explored leadership practice structures in regular primary schools involved in inclusive education reform in Bangladesh. The study participants were teachers of ten government-funded regular primary schools of one sub-district in Bangladesh. Social Network Surveys (SNS) were used to inform the ‘Social Network Analysis’ for investigating leadership from a distributed perspective (Pitts & Spillane, 2009). The SNS asks teachers to identify from whom they receive advice and information regarding enhancing student participation in their schooling, student behaviour, and student learning in relation to three curricular domains (i.e. Language, Mathematics and Science). Teachers were also asked to indicate how frequently they interact with each of the identified personnel and what type of advice they sought from them. Data were analysed to identify instances of leadership and the persons most helpful to teachers in different areas.

Keywords: Distributed Perspective, Leadership Practice, Inclusive Education, Social Network Analysis, School Curricular Domains

The International Journal of Learning, Volume 18, Issue 11, pp.67-82. Article: Print (Spiral Bound). Article: Electronic (PDF File; 3.297MB).

Jahirul Mullick

PhD Researcher, Faculty of Education, Monash University, Melbourne, Victoria, Australia

Jahirul Mullick is a full-time PhD Researcher at Faculty of Education (Clayton), Monash University. His area of research is leadership practice for inclusive education at primary education in Bangladesh. He did his Bachelor of Education (BEd) in science education and Master of Education (MEd) in educational evaluation and research from Institute of Education and Research, University of Dhaka, Bangladesh. Before starting his PhD study, he was working at Institute of Educational Development, BRAC University. He was involved with teacher and school leaders’ development programs named Certificate in Education, Post Graduate Diploma in Education and Master of Education. He started his career as an education researcher and was involved with several research projects in Bangladesh.

Assoc. Prof. Joanne Deppeler

Associate Professor, Faculty of Education, Monash University, Melbourne, Victoria, Australia

Dr. Umesh Sharma

Senior Lecturer, Faculty of Education, Monash Univeristy, Melbourne, Victoria, Australia


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