Exploring Teachers’ Experience in Diversity Management at Community Schools of Nepal: A Phenomenological Study

Abstract

This study aims to explore the perceptions and practices of diversity management among community school teachers in Nepal, characterized by religious, cultural, linguistic, gender, and socioeconomic differences. The research examines how teachers understand, implement, and navigate classroom diversity. Applying interpretative phenomenology to seven community schools from each province of Nepal, the researcher purposively selected one school and two teachers from each school. Representation of experience, ethnicity, culture, and gender was ensured in the sample selection process. Data were collected by in-depth interviews, and data were analyzed using thematic analysis. The codes were organized to create a main theme. The main themes were interpreted and discussed by linking them to theories and the reviewed literature. The findings revealed that instructional practices are influenced by limited institutional support, inadequate training, and existing social and cultural norms. Despite the challenges, the teachers demonstrate adaptive strategies, such as contextualized teaching pedagogy and community engagement, to foster an inclusive learning environment. The study argues for policy attention to teachers’ professional development in the areas of diversity management and inclusive pedagogy to foster equity within community schools. The findings contribute to the broader discourse on inclusive education by focusing on a ground-level perspective that informs meaningful educational reform in a developing context.