ROLE OF HEADTEACHER IN HARNESSING TECHNOLOGY TO ENHANCE ECE QUALITY; A CASE STUDY OF A COMMUNITY-BASED SCHOOL IN HUNZA

Abstract

The research article has emerged from the PhD thesis research conducted by the first author and supervised by the second author at the Department of Education Karachi University. It focuses on exploring the role of the headteacher in harnessing the technology to enhance ECE quality at a community-based school in Hunza – a rural area of Pakistan. The qualitative case study intends to explore the strengths and challenges of harnessing technological potential for ECE quality enhancement in the rural context, and develop perspectives on headteachers’ capacity building to mitigate challenges and capitalize upon the strengths. Interviews, school audit, classroom observations and document analysis were used as data collection tools. Thematic analysis has been used to analyze data, and literature has been referred to develop insights. The research findings suggest technology is a crucial indicator of the ECE quality enhancement phenomenon. It may be used to improve teaching and learning practices, develop human resources, enrich the curriculum, improve planning, leadership and management practices, and develop an integrated ECE system. The research indicates that an under-developed electronic infrastructure, power disruptions, lack of training and human resource capacity, and policy gap have emerged as factors hindering the use of technology and integration of ICT at the ECE level in the school in reference. The research recommends that school, and systemlevel interventions be required to harness the technological potential for ECE quality. It may include a paradigm shift of school leadership towards ECE and technology, stakeholders’ training and capacity building, resource allocation, and enhanced facilitation to community-based schools by the Government, regulations, policy provisions, oversight and support