Abstract
This study describes how the practice of reflection of principals is used for school leading, managing, and administering. The principal as reflective practitioner can perform better as educational leader by observing reflection. Explicit knowledge abounds in literature, hence, the tacit knowledge of the principals derived from their lived experiences are vital inputs in the reflective practice of the principals. This phenomenological inquiry is an attempt to describe the dimensions of reflection of the principals which surfaced from the principals’ tacit knowledge.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
reflection, tacit knowledge,
Digital Media
This presenter hasn’t added media.
Request media and follow this presentation.
