| Summary: | This thesis portrays the efforts of a school principal to work towards school effectiveness and school improvement in a school which is over one hundred years old in south Asia between 1995 and 2000. The ensuing case-study is constructed within clearly bounded units of analysis and delineated in the contexts of people, organisations and events. The two prioritised segments in the thesis are the role of school leadership and continuing professional development of teachers. Data obtained were from individualised and focus group interviews of students; interviews of teachers, governors, parents, alumni and principals: classroom observations and documentary evidence. The location of the research arena situated in south Asia and the researcher, originating in south Asia now domiciled in Britain has encouraged the dissemination of knowledge, pedagogies and skills in education. The stance the researcher adopts in this context then has shaped the data gathered and its interpretation. The leading approach to the case-study school therefore is that of further improvement through more appropriate forms of pedagogy encouraging effective pupil learning underpinned by a comprehensive policy for teacher professional development. In this process the school principal and the senior management team play crucial leadership roles. The deeply embedded iterate research themes in this thesis that are linked to the research questions are about strong but collegial leadership and leaders who constantly model the way and encourage the heart. The critical aspect that is highlighted and breaks existing boundaries is one in which leaders and followers inspire each other to higher levels of motivation and achievement.
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