Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 6, Issue 1, June 2025, 41-55, https://doi.org/10.51474/jrtp/16646

Online publication date: Jun 22, 2025

Publication date: Jun 30, 2025

Views: 551 | Downloads: 47

The teaching-learning context in the 21^st century has undergone a massive transformation due to globalization and technological advancement, necessitating whole-school improvement. In this study, we report on the school improvement initiatives through participatory school intervention and their impact on school improvement and students’ learning outcomes.  This article examines the application of PAR as a transformative approach to whole-school improvement, with a focus on the context of a privately funded institutional school in Nepal. Findings indicate that PAR empowers stakeholders through its collaborative and cyclical process of reflection, planning, action, observation, and engagement with school leaders, teachers, students, parents, and other stakeholders. Our school improvement intervention, utilizing PAR, resulted in the development of a shared vision, teachers’ professional development, school-community partnerships, and the creation of a welcoming learning environment, thereby improving students’ performance. This study provides valuable insights and practical tips for stakeholders and policymakers, offering guidance for holistic school improvement in similar contexts.

School Improvement Shared Vision Teacher Professional Development School-community Partnership Stakeholders' Empowerment

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Authors would like to acknowledge all the PAR team members and entire school team for supporting us by participating in the PAR study and providing all the required information.

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