Creating Conducive Learning Environments: An Action Research Study of School Principals in Trashigang, Bhutan

Abstract

This action research explored how school principals in Trashigang district (Bhutan) cultivate conducive learning environments amidst systemic and contextual challenges. Guided by Kemmis & McTaggart’s spiral model, 22 principals from diverse school levels participated in this study. The study employed open-ended online questionnaires and semi-structured interviews for data collection, facilitating reflective inquiry and participatory leadership. Interventions were co-constructed to address behaviour management, instructional approaches, well-being, and community involvement. The iterative cycles of planning, acting, observing, and reflecting enabled principals to collaboratively co-design locally rooted and contextually grounded responsive strategies such as restorative discipline, peer lesson observation, and parent-elder mentorship. These strategies improved student behaviour, academic engagement, teacher motivation, and community partnership. Despite infrastructural limitations, minimal parental involvement and participation, principals showed resilience, originality, and commitment to inclusive leadership.