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Exploring the Transformational Head Teachers' Diversity Practices in Primary Schools of Bangladesh
Abstract
The purpose of this study is to investigate the diversity practices of head teachers as transformational leaders in Bangladeshi primary schools. A qualitative method was adopted, and eight government primary school head teachers from eight divisions in Bangladesh were chosen for in-depth interviews in order to gather deeper viewpoints and understand the realities of diversity practices. After that, a primary school teacher was chosen for an interview, and a FGD (composed of six students) was held with pupils of each eight schools to further clarify the head teachers' viewpoint. Data were gathered from a number of sources, thoroughly transcribed, coded, and then thematically analyzed. Major themes emerged from the analysis which has crucial influences on transformational head teachers' diversity practices are policy and strategies, culturally responsive teaching, professional development, communication, school climate, learning environment, and monitoring and evaluation. Challenges have also been identified and discussed.
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