Abstract

Based on the premise that leadership needs to be understood within the context in which it is exercised, the study reported here aimed to develop an understanding of leadership at the primary school level in remote regions in Bhutan. In particular, it investigated the current concerns faced by primary school leaders and the strategies adopted by them in order to deal with those concerns. The theoretical underpinning of the study was interpretivism, employing qualitative methods of data collection including semi-structured interviews, and unstructured non-participant observations. The choice of schools and participants was made accordimg to maximum variation and purposive selection. The participants comprised principals and teachers who chaired school committees. Data were analysed using grounded theory methods of data analysis, specifically the use of constant comparison through open coding. The current concerns that the primary school leaders contend they encounter were classified into three main categories ; ‘concerns relating to the environment’, ‘concerns related to teaching’, and ‘concerns related to administration.’ In addition, a range of strategies pursued by school leaders to deal with their concerns were revealed. The results of the study are pertinent to the literature and future research on educational leadership. They also have implications for policy and practice, especially in regard to the preparation, development, and support of school leaders and teachers in Bhutan, as well as in other developing countries.