‘We still have bombings’: school principals and insurgent violence in Southern Thailand

Brooks, Melanie C.; Sungtong, Ekkarin

doi:10.1080/13603124.2015.1059489

Cited by 18 publications

(19 citation statements)

References 42 publications

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“…This finding is coherent with the results of Volokh and Snell [47] and Brooks and Ekkarin [48] who pointed out that violence is one of the hardest issues in schools. Therefore, having safe school environment is very important to keep principals in their profession.…”

Section: School Safety Is One Of the Important Points In Today's Educsupporting

confidence: 92%

Challenges Facing Principals in the First Year at Their Schools

Bayar¹

2016

ujer

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The aim of this study is to identify key challenges of practice that principals face. In line with this purpose, the researcher has employed a qualitative research methodology, interviewing principals working in Amasya district, over and above doing document analysis to collect detailed information concerning leadership and administration practice. After analyzing the collected data, the researcher has found that most participant principals have complained about their profession; therefore, they are more likely to leave their occupation. Furthermore, the principals have reported that they have faced the following challenges in schools: 1) violence, 2) families' negative attitudes towards school, 3) immigrant students/families from Syria and Iraq, 4) teacher unions (syndicalism), 5) teachers' attitudes and behaviors to principals, and 6) increasing of undesired behaviors in classroom/school. In the light of the above findings, the researcher has concluded that working as a principal in a school is more difficult than before. However, for the future of Turkey, Turkish policymakers, researchers, and educators should work together to minimize the negative impact of challenges and keep principals in the Turkish Education System.

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Section: School Safety Is One Of the Important Points In Today's Educsupporting

confidence: 92%

Challenges Facing Principals in the First Year at Their Schools

Bayar¹

2016

ujer

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“…Another less widely explored variant of the literature on community contexts has explored the impact of community conflict (e.g. Brooks and Sungtong, 2015; Nkengbeza, 2016) These studies document how community conflict reshapes the role behavior of principals. In Southern Thailand, for example, conflict between the government and Islamic groups in favor of political separation has resulted in the deaths of more than 170 teachers and bombings at more than 300 schools over the past decade (Brooks and Sungtong, 2015).…”

Section: Contexts For School Leadershipmentioning

confidence: 99%

“…This was not only reflected in the degree of attention given to the external versus internal environment of the school, but also in their ‘school development strategies’. Specifically, they tended to focus on ‘developing school–community initiatives that enhanced school security and curricular needs…[and which] built relationships and reinforced the importance of school–community engagement’ (Brooks and Sungtong, 2015: 24).…”

Section: Contexts For School Leadershipmentioning

confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

433

357

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Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed, there is a growing consensus that there exists a generic set of leadership practices (e.g. goal setting, developing people) which must be adapted to meet the needs and constraints that describe different school contexts. However, to date, researchers have yet to develop a theory or report comprehensive findings on this challenge. This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice. The analysis leads to several conclusions and recommendations. First, it affirms, elaborates and extends the assertion made by scholars of the importance of examining leadership in context. Second, the need to contextualize leadership highlights deficiencies in modal research methods that focus on mean effects and either ignore context effects or relegate them to the shadows. Finally, the field needs to refine current research methods and explore new approaches that enable us to better study how successful leadership responds and adapts to different contexts.

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“…Nadaman and Jantachum (2013) interviewed residents about the impacts of the conflict on daily life, its relationship to social problems among youth in the community, and perceptions of government policy. Brooks and Sungtong (2016) interviewed government school principals about their perceptions of the conflict and efforts to improve communal relations.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Human Security among Islamic School Students, Parents and Teachers in Southern Thailand’s Subnational Conflict Zone

Abdel-Monem

Sateemae

et al. 2020

Civil Wars

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Since 2004, close to 7,000 people have died in Thailand's domestic insurgency in its three Muslim-majority southern provinces, one of the longestrunning, low-intensity conflicts in Southeast Asia. This study assesses perceptions of human security threats in the area among a sample of students, their parents, and teachers of Islamic private schools (n = 427, n = 331, n = 51, respectively), and how they relate to perceptions of government actors and other community institutions. Questionnaire items were drawn from the World Values Survey Wave 6. Focus groups and interviews were also conducted to deepen our understanding of conflict related dynamics. digitalcommons.unl.edu

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‘We still have bombings’: school principals and insurgent violence in Southern Thailand

Cited by 18 publications

References 42 publications

Challenges Facing Principals in the First Year at Their Schools

Challenges Facing Principals in the First Year at Their Schools

Bringing context out of the shadows of leadership

Perceptions of Human Security among Islamic School Students, Parents and Teachers in Southern Thailand’s Subnational Conflict Zone

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