Primary school principals' strategies to develop the social capital of students of east gojjam province, Ethiopia

Abstract

Although building social capital improves student learning and the effectiveness of schools in educating students, it still needs to be explored in the area of primary schools. Thus, this case study was undertaken to explore the practices of primary school principals to develop students' social capital by taking social capital theory as a theoretical lens. Five school principals were selected purposefully from primary schools in Ethiopia. Thematic analysis was used to narrate data gathered through semi-structured interviews. Five focus group discussions were held with teachers and students separately. Findings revealed that the principal formed various social groups, facilitated family and community engagement, created a caring school culture, worked with parent-student-teacher associations and other social networks, and created common school goals for developing the social capital of students. Lack of interest and commitment from parents, lack of willingness and trust from teachers, and giving poor value for information were challenges constraining principals from developing the social capital of students in primary schools. In a nutshell, this study is important because it provides educators, administrators, the Ministry of Education, and other pertinent school stakeholders with more knowledge and information on methods for helping students build their social capital. This also makes the principals transform their leadership behavior to be more ethical, focused, caring, democratic, and pedagogical in leading teaching and learning and enhances their ability to exercise empowering, effective social behaviors towards their students in their daily practices.