Abstract

The purpose of this paper is to report on a study that explored leadership practice structures in regular primary schools involved in inclusive education reform in Bangladesh. The study participants were teachers of ten government-funded regular primary schools of one sub-district in Bangladesh. Social Network Surveys (SNS) were used to inform the ‘Social Network Analysis’ for investigating leadership from a distributed perspective (Pitts & Spillane, 2009). The SNS asks teachers to identify from whom they receive advice and information regarding enhancing student participation in their schooling, student behaviour, and student learning in relation to three curricular domains (i.e. Language, Mathematics and Science). Teachers were also asked to indicate how frequently they interact with each of the identified personnel and what type of advice they sought from them. Data were analysed to identify instances of leadership and the persons most helpful to teachers in different areas.