Exploring School Leaders’ (SLs) Perspectives and Understanding about Globalization and Its Effects on Their Leadership Practices in District Ghizar, Gilgit-Baltistan, Pakistan

Abstract

Regardless of interpretations and explanations, globalization has direct bearing with education, educational leadership practices and classroom instructions. This study explored school leaders' perspectives about the effects/impacts of globalization on leadership practices and school culture as a whole in a mountainous district (Ghizer) of Gilgit-Baltistan, Pakistan. Theoretically grounded in globalization and educational leadership, the study was methodologically landed on qualitative phenomenological case study. Data were collected from 8 schools principals (4 public and 4 private) using an eclectic set of tools: semi-structured interviews, focused group discussion (FGD) and field notes. The findings showed that globalization has affected not only school leaders' leadership practices, but has also facilitated the reshaping of schools' culture, students' learning, teachers' teaching, educational policies and the role of community in the education of their children. The study highlighted both the positives and negative effects of globalization: in one hand it has created competition among learners, has reshaped educational policies, made information accessible, and has changed students' style of learning, their language, food and clothing, while also bringing drastic change in teachers' pedagogy. On the other hand it has had serious consequences for local and indigenous culture. The study confirms that no matter whether the schools' leaders are prepared for the change, it has to occur. It is recommended that school leaders need to be proactive and develop certain literacies such as social, moral, academic and democratic in order to better cope with the pressing demands associated with globalization.

School Leaders’ Perceptions of Teaching and Learning Science and Mathematics in a Non-native Language in Lebanon. (c2022)

“…Therefore, exploring their opinions and perspectives regarding the use of a non-native language as the medium of science and mathematics instruction would be essential. Although researchers emphasize the importance of inquiring and understanding the school leaders' perceptions (Andersen, 2012;Khan & Afaqi, 2019), their position regarding teaching and learning science and mathematics in a non-native language is scarce in the literature.…”

“…Therefore, this study highlights the significant role of school leaders in their schools through decision-making, responding to emerging needs, setting strategic long-term plans with clear goals, and finally, involving teachers and students in a reflective discourse regarding the implementation of school policies. Furthermore, a body of research emphasizes the role of school leaders as key school practitioners whose perceptions can influence the decision-making and affect the teaching and learning environment (Andersen, 2012;Celik & Kasapoglu, 2014;Khan & Afaqi, 2019;Padron & Waxman, 2016). Nevertheless, while several studies provide input on the teachers' perceptions of teaching and learning science and mathematics in a non-native language (Jones & Carter, 2007;Keys & Bryan, 2001), research does not shed enough light on exploring the school leaders' perceptions of the choice of a non-native language as a medium of science and mathematics instruction.…”

“…Furthermore, a body of research emphasizes the impact of the school leaders' perceptions on their judgements and attitudes which can affect their behaviors and guide their orientations and initiatives (Andersen, 2012;Celik & Kasapoglu, 2014;Khan & Afaqi, 2019;Padron & Waxman, 2016). The aforementioned studies guided the interview's third question that gave the school leaders an opportunity to assess the impact of their perceptions on the way they implement the non-native languagemedium policy in their schools.…”

“…shows that school leaders' perceptions can influence the decision-making (Andersen, 2012;Celik & Kasapoglu, 2014;Khan & Afaqi, 2019;Padron & Waxman, 2016) and have a powerful weight on policymakers and in implementing district policies which may result in district-level changes (Mustafawi & Shaaban, 2019).…”

“…Given the significant role of school leaders in their schools and communities, researchers shed the light on the importance of inquiring and understanding the school leaders' perceptions (Andersen, 2012;Khan & Afaqi, 2019). These researchers believe that school leaders' perceptions can influence their judgments and attitudes which will affect their behaviors and guide their orientations and initiatives.…”