School directorship: effective leadership and management practices and challenges in primary schools in Cambodia

Abstract

ABSTRACT In Cambodia, although school leadership and management are not systematically established, some school directors have effectively led and managed schools with positive results. Understanding the best practices of these successful directors would contribute significantly to improving both the theoretical and practical aspects in this field. Hence, this research aims to identify the leadership and management practices of good school directors. Three directors were selected from the six primary school directors who received ‘good school director’ rewards within the academic years 2013–14 to 2017–18 in order to document and propose a practical model of effective leadership and management practices in primary schools. A qualitative multiple case study method was employed for this study to explore key stakeholders’ in-depth insights and experiences in leading and managing schools. A triangulated data collection method of interviews and a focus group discussion, documents and observations were used to collect case evidence from the three selected primary schools. The results revealed that effective school directors are able to effectively translate policies and best practices to develop their schools and child-centric. Specifically, the personal values and drive of school directors are the central factors for school directors to effectively exercise their leadership and management in schools.