Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers9apos9 Perspective

Nosheen Saba, Abdul Ghaffar and Amir Zaman
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Nosheen Saba: PhD Scholar, Department of Education, Abdul Wali khan University Mardan, Kp, Pakistan.
Abdul Ghaffar: Assistant Professors,Department of Education, Abdul Wali khan University Mardan, Kp, Pakistan.
Amir Zaman: Assistant Professors,Department of Education, Abdul Wali khan University Mardan, Kp, Pakistan.

Global Regional Review, 2017, vol. 2, issue 1, 228-240

Abstract: This paper describes teachers perceptions about the epistemological beliefs of the administrator, about school setting and what are the effects of these practices on effective school culture. Open-Ended interview questions were constructed to collect data and distributed among a sample of respondents. 16 teachers from 16 schools with one teacher from each school were selected randomly through convenient sampling technique. The study was guided by two research questions: How teachers perceive administrative beliefs and practices? How epistemological beliefs of administrators affect their practices? Themes and categories were examined to determine what administrators epistemological beliefs are and what administrators perceive they do in their schools to enact their epistemological beliefs. The study also concluded that better beliefs and practices of school principals have a very effective role in the school setting. The research design used for this study was qualitative approach, which further involved case study based on data grounded theory.

Keywords: Epistemological Beliefs and Practices; School Culture; Administrative Role; Political Pressure; Lack of Resources; Proper Parental Involvement (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:aaw:grrjrn:v:2:y:2017:i:1:p:228-240

DOI: 10.31703/grr.2017(II-I).16

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