LEADERSHIP PRACTICES IN A CONDUCIVE MULTICULTURAL LEARNING ENVIRONMENT: INSIGHTS FROM NATIONAL SECONDARY SCHOOL TEACHERS

Abstract

Building and sustaining a conducive learning environment in a multicultural setting remains to be a challenge for school leaders particularly in managing individual differences and conflicts that hinder achieving organisational goals.  As such, this qualitative study aims to explore the practices, programs, and policies employed by school leaders in building and sustaining a positive learning environment in multicultural secondary schools.  Nine teachers participated in interview sessions, and observational field notes were used to triangulate the responses from the interviews.  The data was thematically organised and analysed using Atlas.ti.  The leadership practices noted in this study revolved around the following subthemes: building an image of integrity and respect; communicating the school’s mission and vision; differentiating individual needs and abilities; expressing confidence and satisfaction; supervising teachers and students.  In addition, the findings also illustrated how school leaders implement school programs and institutional policies.  Moreover, issues and challenges with respect to academic pressure and resource support were shared by the participants.  Aside from extending the understanding of how effective school leadership could bring out a positive learning environment, this study provides a practical guide for current and future school leaders and a presentation of the current situation of secondary schools for program developers and policymakers to improve existing programs and policies on school environment improvement