This chapter reports findings from a qualitative case study of principals and assistant school principals in southern Thailand who work in areas targeted by Muslim separatist groups. Principals and assistant school principals discussed the pressures they experienced working in an area of conflict and the requirements placed upon them by the Thai Ministry of Education (MoE). This study emphasizes the importance of social context to school leadership and career development. Findings suggested that the MoE’s centralized practice of policy implementation has particular consequences on the development of principals in the three border provinces because it fails to take into account the unstable social context. Consequently, many teachers working to become principals and principals wanting to become senior principals find themselves unable to meet the requirements and resort to unethical practices to achieve promotion.
Sungtong, E. and Brooks, M.C. (2013), "Developing from assistant to full principal in a context of social unrest: The case of Southern Thailand", Collective Efficacy: Interdisciplinary Perspectives on International Leadership (Advances in Educational Administration, Vol. 20), Emerald Group Publishing Limited, pp. 309-324. https://doi.org/10.1108/S1479-3660(2013)0000020017Download as .RIS
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