Balancing idealism and realism: A case study of sustainable educational leadership at school level

 

 

Your Name and Title:  Rozina Jumani, Associate Professor/Director Academic Affairs

School or Organization Name:  Notre Dame Institute of Education & Higher Education Institutions

Co-Presenter Name(s):  -

Area of the World from Which You Will Present: Karachi - Pakistan

Language in Which You Will Present: English

Target Audience(s):  Educators/ school leaders/ students

Short Session Description (one line): Balancing idealism and realism: A case study of sustainable educational leadership at school level

 


Full Session Description (as long as you would like):

 

 Balancing idealism and realism: A case study of sustainable educational leadership at school level

ABSTRACT

This study aims at exploring the very concept of Educational leadership who inspires the organization and people for ‘prosperity, quality and progression’. (Jumani 2010). Educational leadership leads the organization at many fronts be it policy formation and implementation, resource allocation and budgeting, personnel selection, development and evaluation, human resources management, instructional strategies and curriculum, pupil evaluation, collaborative decision making etc. however, the prime question that all stakeholders intend to explore is the effective teaching and learning at the school level that enable learners to be ‘holistically developed’.

 

This case study is significant as in two ways; first it was aimed to identify issues related to practical implementation of one of the course ‘Educational Leadership – theory into practice’ taught at the M Ed level in one of the private Institute of Education in Karachi-Pakistan, secondly as part of the field work, M Ed research participants themselves explored the gaps that hinder educational institutions at various levels, and its impact on the very purpose of schooling i.e. teaching and learning during the research. The study also provided field based practical knowledge to prospective educational leaders who partook in the M Ed program at the above institution.

 

The findings of the study revealed that education leaders despite known to theoretical perspectives of issues and problems that they are confronted with, but while resolving the issues related to students’ learning, staff harmony, tolerance and fairness, community participation, policy implementation etc become ‘culturally wise’(Jumani 2010) to overcome the everyday problems.

 

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