Theory into practice | Exploring the post-wsip experiences of a public and a private school headteacher in the northern context of Pakistan. Este artículo no está disponible.Theory into practice | Exploring the post-wsip experiences of a public and a private school headteacher in the northern context of Pakistan

This book reports a study conducted in Northern Areas of Pakistan. The purpose of the study is to explore the Post-WSIP experiences of a public and a private school headteacher. A qualitative case study method was applied to investigate the subject matter. The participants were selected on the basis of pre-determined criteria that they have participated in WSIP intervention, worked for at least one year after completion of programme and successfully implemented their WSIP learning in their schools. The findings of the study showed that WSIP intervention has been instrumental in bringing about a significant effect on the professional approaches of headteachers. It was depicted that they have reformed their attitudes, realised the importance of community participation, team building approach and outcomes of encouraging teachers. They are sensitised towards students’ learning and their developmental needs. To meet students’ needs, they have brought about visible changes in their routine practices. Since the role of headteacher is directly associated with all the stakeholders of a school community, and success of any initiation depends upon active involvement of headteacher, therefor

This book reports a study conducted in Northern Areas of Pakistan. The purpose of the study is to explore the Post-WSIP experiences of a public and a private school headteacher. A qualitative case study method was applied to investigate the subject matter. The participants were selected on the basis of pre-determined criteria that they have participated in WSIP intervention, worked for at least one year after completion of programme and successfully implemented their WSIP learning in their schools. The findings of the study showed that WSIP intervention has been instrumental in bringing about a significant effect on the professional approaches of headteachers. It was depicted that they have reformed their attitudes, realised the importance of community participation, team building approach and outcomes of encouraging teachers. They are sensitised towards students' learning and their developmental needs. To meet students' needs, they have brought about visible changes in their routine practices. Since the role of headteacher is directly associated with all the stakeholders of a school community, and success of any initiation depends upon active involvement of headteacher, therefor