School Leadership: Evidence From A Post-Conflict Post-Earthquake Country In South Asia

Exploring the Perception of Headmasters’ Transformational Leadership of the Community Secondary Schools in Nepal

“…A principal can expect that the beliefs in teachers have will make a modest and significant contribution to boosting organizational success [38]. Moreover, in the context of community school of Nepal teacher-staffs were motivated seeing their principal doing with integrity what they say was important, demonstrating consistency between actual leadership behaviour and their preferences and expectations [37]. Most of the participants opined their view teacher-staffs inspiration and motivation is the key instrument of transformational leader for the task performance.…”

“…This study aims to explore the perception of headmaster's Transformational Leadership on the community secondary schools in Nepal which enhance the improvement of the school through Transformational Leadership. Findings are presented under three pre-determined themes as mentioned in the conceptual framework [37]. Concerning Transformational Leadership HMs, SMC member, and TR are answered the way of transformational process in the community school.…”

Understanding role conflict and role ambiguity of school principals in Nepal

“…The study of principals of community schools in Nepal by Khanal et al (2020) revealed that basic challenges facing the principals in Nepal are irregular schedules and workload. They are expected to maintain their school's needs with the demands and interference of different political parties (Khanal, 2019), especially in the governance of the school, decision making in recruitment of teachers that are based on ideological commitments instead of educational policies, and decision-making in budget allocation and resource management of the schools (Human Rights Report, 2012).…”

“…Principalship is considered to be one of the professions that experience role conflict and role ambiguity to a great extent, not only in the daily extensive contact with teachers, parents, students, members of school management, and higher-level authority (Khanal et al, 2020) but also due to the work environment and bad condition of schools, especially in the developing and underdeveloped countries. Schools in Nepal suffer from shortage of financial resources, physical and human resources, and political interferences in school activities and find it difficult to provide proper school atmosphere for students (Khanal, 2019; Khanal et al, 2021). Our previous study revealed that over a couple of years, principals have expressed their dissatisfaction on work condition and autonomy (Khanal, 2018; Khanal et al, 2020).…”