An investigation of the Educating for Gross National Happiness (EGNH) practices in two Bhutanese case study schools: Analysing through the lens of the Theory of Practice Architectures (ToPA)

Two types of data were used in this investigation. The data consisted of one key document of the Performance Management System of the Ministry of Education in Bhutan which was investigated in phase two. In phase three, data were sourced from school stakeholders via in-depth interviews. Sixteen participants were recruited for the case studies from two schools in Bhutan. Each school had eight participants consisting of a school principal, three teachers and four students. A combination of purposive and convenience sampling strategies was used to select participants. The two schools were selected based on the 2019 annual school performance scores published by the Ministry of Education in Bhutan. However, only schools whose principals agreed and consented to participate in the study were recruited. The teachers and students were identified by the principal based on their interest and willingness to participate. However, only those teachers and students who were comfortable to speak in English were included as participants. The total duration of each interview 45 minutes to an hour conducted through zoom.本研究共采用两类数据开展调研。第二阶段调研所用数据包含不丹教育部绩效管理体系的一份核心官方文件；第三阶段调研的数据则通过深度访谈从学校利益相关方处获取。本次案例研究从不丹两所学校共招募16名参与者，每所学校各有8名参与者，分别为1名校长、3名教师与4名学生。研究采用目的抽样与便利抽样相结合的方式遴选参与者：两所学校依据不丹教育部发布的2019年度学校绩效评分进行遴选，但仅纳入校长同意参与本研究的学校；教师与学生由校长根据其参与意愿与兴趣确定人选，且仅纳入能够熟练使用英语进行交流的对象作为参与者。每场通过Zoom开展的访谈时长为45分钟至1小时。