University of Colombo e-Repository

UCER (University of Colombo Electronic Repository) is a collection of scientific research publications by researchers at the University of Colombo, Sri Lanka. This e-Repository serves to manage, preserve and make available the academic works of the faculty, postgraduate students, and research groups. The collection includes faculty publications, master's and doctoral theses abstracts. This repository is updated regularly, and new works are added to collections on a continuous basis

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Authors are responsible for obtaining copyright permission from the publisher and submitting the signed declaration to ir@lib.cmb.ac.lk.

Recent Submissions

Factors Influencing School Absenteeism among G.C.E. (Advanced Level) Students
(Department of Social Science Education, University of Colombo, 2026) Arachchi, U.A.K.; Malepathirana, C.P.W.
The G.C.E. Advanced Level examination, representing a pivotal milestone in a student’s academic journey, fundamentally shapes their future trajectory. A prevailing trend of continuously declining trend in school attendance is currently being observed among students studying in the G.C.E. Advanced level grades. This research study aims to investigate the factors influencing the school absenteeism of G.C.E. (Advanced Level) students. Over the past several decades, the nation has navigated a multitude of transitions, including economic recessions, the unprecedented COVID-19 pandemic, and rapid technological advancements. In such a socio-environmental landscape, the determinants contributing to the persistent decline in G.C.E. Advanced Level student attendance may significantly diverge from those identified in previous decades. The present study is premised on the central research question: “what are the factors influencing the non-attendance of G.C.E. Advanced Level students?” study population comprised the principals, teachers, students and their parents from all government schools maintaining functional G.C.E. Advanced level sections. The research sample consisted of 10 principals, 50 teachers, 100 students and 20 parents selected from 10 schools within the Colombo Education Zone. The research sample was selected utilizing the simple random sampling technique. The research methodology employed was a mixed-methods approach. The data collection instrument utilized in this study included questionnaires, interviews and documentary analysis. The data analysis methods employed in this study descriptive statistical techniques for quantitative data, and thematic analysis for qualitative data. The research conclusions are presented under the sub-themes of student-related factors, principal-related factors, teacher-related factors, factors associated with the school learning environment, family environment-related factors and social and environmental factors.
Analyzing the Managerial and Instructional Leadership Roles of Principals in Secondary School Curriculum Implementation: A Mixed-Methods Survey
(Department of Social Science Education, University of Colombo, 2026) Ihsan, S.M.; Sivananthan, P.
Effective curriculum implementation depends largely on the managerial and instructional leadership of school principals. However, empirical evidence on these leadership roles in Tamil-medium secondary schools in Sri Lanka remains limited. This study analyzed the managerial and instructional leadership roles of principals in curriculum implementation in eight Tamil-medium secondary schools in the Nikaweratiya Education Zone, Kurunegala District, Sri Lanka. A mixed-methods descriptive survey design was employed. Using purposive sampling, 16 principals/deputy principals and 60 teachers participated in the study (N = 76). Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics (mean and standard deviation), while qualitative data obtained through semi-structured interviews and document analysis were analyzed thematically. The findings revealed that principals demonstrated a moderate to high level of managerial and instructional leadership in curriculum implementation. In curriculum planning, principals reported high performance in the alignment of curriculum with national standards (M = 4.4, SD = 0.84), clarity of curriculum vision and goals (M = 4.3, SD = 0.45), and monitoring and supervision of planning processes (M = 4.4, SD = 0.34). During curriculum implementation, monitoring of classroom instruction (M = 4.4, SD = 0.35) and stakeholder communication and involvement (M = 4.1, SD = 0.22) received the highest ratings. Conversely, lower levels of effectiveness were observed in providing feedback to teachers (M = 2.4, SD = 0.36), promoting continuous professional development (M = 2.9, SD = 0.42), time management for curriculum implementation (M = 2.8, SD = 0.82), and ensuring compliance with curriculum policies (M = 2.7, SD = 0.84). Teachers consistently rated several leadership practices lower than principals, indicating perceptual differences regarding curriculum leadership. Qualitative findings further revealed that 70% of teachers perceived that no comprehensive or systematic actions had been taken to address curriculum implementation challenges, whereas 60% of principals reported implementing multiple strategies to overcome these barriers. Major challenges identified included limited resources, heavy administrative workloads, inadequate coordination, insufficient professional development, and weak communication between school leaders and teachers. The study concludes that while principals perform managerial and instructional leadership roles at a generally satisfactory level, strengthening collaborative leadership, systematic feedback mechanisms, teacher professional development, stakeholder engagement, and shared decision-making is essential for improving curriculum implementation and educational quality in secondary schools.
The Student Parliament Programme in Sri Lankan Schools: Attitudes, Implementation Challenges, and Practices
(Department of Social Science Education, University of Colombo, 2026) Perera, U.K.M.
Student participation in school governance is widely recognized as an effective approach to promoting democratic citizenship, leadership development, and active civic engagement among young people. In Sri Lanka, the Student Parliament Programme was formally introduced through Ministry of Education Circular No. 03/2019 to provide students in Grades 6–13 with practical experiences of democratic governance while fostering leadership, responsibility, and peacebuilding. Despite its national implementation, limited empirical evidence exists regarding the effectiveness of the programme and the challenges encountered during its implementation. This study examined students' and teachers' attitudes towards the Student Parliament Programme, identified the challenges affecting its implementation, and explored strategies to improve its effectiveness in Sri Lankan schools. A mixed-methods research design was employed using questionnaires, semi-structured interviews, participant observations, and document analysis. The study involved 10 principals, 10 teachers serving as deputy secretary generals of student parliaments, and 50 student parliament representatives selected purposively from ten secondary schools in the Matale Education Zone. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed through thematic analysis. The findings revealed that although most students expressed positive attitudes towards the programme, its educational objectives have not been fully achieved because of limited awareness of the governing policy framework, inadequate administrative support, insufficient financial and physical resources, and weak student participation in school decision-making. The study further found that female students, particularly those studying in the Tamil medium, demonstrated comparatively higher levels of participation in leadership activities. The findings highlight the need for strengthened institutional support, systematic teacher training, greater student awareness of democratic governance, and enhanced collaboration between the Ministry of Education and the Election Commission to improve programme implementation. The study contributes to the growing body of knowledge on democratic citizenship education and school governance while providing practical recommendations for strengthening student participation in Sri Lankan schools.
The Nature of Pre-school Education among Plantation Sector Children: A Study Based on Nuwaraeliya District
(Department of Social Science Education, University of Colombo, 2026) Maheshika, K.A.C.
Although early childhood education must be strengthened to mitigate educational backwardness within the estate community in Sri Lanka, it remains challenged by prevailing socio and economic barriers. The primary objective of this study was to investigate the nature of preschool education for children of estate workers in the Nuwaraeliya district, focusing on parental attitudes, the contribution of estate management, the adequacy of physical resources, and preschool enrollment rates. A mixed methods research design was employed for this study. Quantitative data were collected through questionnaires administered to parents, while qualitative insights were gathered through interviews with teachers and officials. Furthermore, the condition of physical resources in preschools was assessed via direct observation. Using a cluster sampling technique, a sample of 150 participants and locations was selected, including estate worker parents, preschool teachers, estate management officials, and government officers. The findings indicate that while estate worker parents maintain a positive attitude toward preschool education, poverty and inadequate transportation facilities significantly hinder children's access to schooling. It was observed that the estate management's contribution is frequently restricted to the provision of buildings, resulting in a pronounced shortage of educational materials, safe drinking water, and teacher training programs. Although student registration remains high, daily attendance rates are inconsistent. The study concludes that increasing financial allocations by estate management, formally integrating estate preschools into the national education system, and upgrading infrastructure are essential steps. This research emphasizes that all stakeholders must prioritize ensuring quality early childhood education to guarantee the future success of children in the estate sector.
Managerial role of School leaders in developing positive learning culture in Secondary Schools (A Study Focusing Colombo South Education Division, Sri Lanka)
(Department of Social Science Education, University of Colombo, 2026) Athirathan, S.
This study explores the crucial managerial role of school leaders in fostering a positive learning culture among secondary schools within the Colombo South Education Division, Sri Lanka. Recognizing that effective leadership is fundamental to creating an environment conducive to professional growth, collaboration, and student success, the research investigates how school managers influence teaching practices, school climate, and teacher motivation. Employing a mixed-method approach, data were collected through surveys and interviews with teachers and principals from selected schools. Results reveal that school leaders significantly contribute to establishing shared visions, promoting continuous professional development, and encouraging innovative pedagogies. Leadership behaviours such as participative decision-making, transparent communication, and resource support are strongly associated with enhancing teachers’ motivation, commitment, and job satisfaction. A supportive managerial environment facilitates collaboration, reflective practices, and the integration of new teaching strategies, thereby nurturing a vibrant learning culture. However, challenges such as limited administrative support, resource constraints, resistance to change, and bureaucratic hurdles impede progress. The findings highlight the importance of transformational and participative leadership styles in empowering teachers and cultivating a climate of trust and shared responsibility. Practical implications emphasize the need for targeted leadership training programs and policy reforms to strengthen the managerial capacities of school leaders. The study contributes to the broader understanding of school management’s strategic influence in developing sustainable learning environments in resource-constrained settings like Sri Lanka. It underscores that effective school leadership is essential for improving teaching quality, fostering resilient professional communities, and ultimately enhancing student outcomes. Strengthening the managerial role of school leaders is vital for creating dynamic, inclusive, and innovative secondary schools in Colombo South, ensuring long-term educational development and excellence.