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- W3106681810 abstract "Teachers in the field are expected to provide quality education but academic leaders in a conflict zone are expected to provide a safe and quality education. This study developed a theory on the academic leaders in conflict zone. It explored the different challenges encountered as wellas their coping mechanism and the effect of their situation in their effectively as a school leader. The methodology is a qualitative approach which focuses on grounded theory. It made use of naturalistic paradigm with triangulation techniqueto facilitate the validation of data of the purposively chosen informants based on work location identifiedas conflict zone, with ethical consideration.It is an unstructured interview with demographic profile consists of the highest educational attainment, economic status, partners occupation and family income. Academic leaders experienced different situation where their leadership were strengthen and it acquired them to make decisions to be able tosecure everyones safety. Travelling and deployment of their students was also a concern, knowing the unstable peace and order in the area. It also revealedthat being employed in a conflict zone does not really affected theireffectively as an academic leader hence, it even developed strong passion and persistency to do their task and responsibility. With cautiousness and with prayers, they will be able to serve the department of education for a safer and longer period of time. Providing quality education is every teachers objective but in a conflict zone, providing safe and quality education is an academic leaders goal; securing himself, his teachers, his students and the school." @default.
- W3106681810 created "2020-12-07" @default.
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- W3106681810 date "2020-01-01" @default.
- W3106681810 modified "2023-09-26" @default.
- W3106681810 title "ACADEMIC LEADERS IN CONFLICT ZONE: A GROUNDED THEORY" @default.
- W3106681810 hasPublicationYear "2020" @default.
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