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

Abstract

This qualitative study examines how community schools' can be transformed from headmasters' (HMs) Transformational Leadership. The purpose of the study is how Transformational Leadership of headmasters is perceived by Headmasters, school management committee (SMC) members and teachers. The author purposefully selected three best community schools which were transformed by headmasters' transformational leadership in Devdaha municipality of Rupandehi district. In this study, the researcher focused on headmasters' Transformational Leadership as a case. So, this study fallows the exploratory case study design and described interpretively. The results of the study showed that Transformational Leadership of HMs play a crucial role in the success of the community secondary schools. Coordinate to their members, serious presentation of discussion on the issue, and transparent financial activities, respect the view of all teachers and staffs, motivation, equal behaviour of teacher and staff, significant understanding on problems, rules by the policy, cooperation, rewards, not criticize in the group, collectivity, etc. are the knowing behaviour of Transformational Leader and this has contributed to the all-round development of the school have proved to be important. The findings of this article appeared if headmasters practice the Transformational Leadership in school, it has greatly contributed to the transformation and development of community schools in Nepal.

Inspirational Leadership Among Teachers: An Explanatory Sequential Mixed-Methods Study in the School Setting of Nepal

“…Similarly, Dhungana (2020) also supported this result when he explored that the teachers of Nepal were impressed when the school assigned the responsibility to the right person in the school. Dhungana (2020) further reveals that the school leaders managed their impression among teachers by providing them extra allowances and incentives, appreciating their work, and establishing their images as the icon of the school. More specifically, the leaders develop their positive images among followers by interacting with them to encourage them to high performance in the organisation.…”

Head Teacher's Self-efficacy with Transforming Leadership for Changing School

“…These transformative traits of head teachers help to improve and promote success for schools in difficult circumstances (Brinkmann, Cash & Price, 2021). This reflects a transformational leadership style in which head teachers engage to transform their colleagues' attitudes, behaviours, and beliefs (Dhungana, 2020). Their leadership style, behaviour, and abilities are appreciated by teachers.…”

“…When the head teacher changes the school environment positively, the teachers will carry out their profession efficiently (Musa et al, 2020). Relation between leaders (head teachers) and followers (teachers) remains intact to transform the school when the leaders pay attention to the followers' personal needs and aspirations (Dhungana, 2020;Gümüş & Bellibaş, 2020). Collective roles under leadership of the head teacher pave the way to transformation of the institution.…”

“…In the context of Nepal, head teachers are given major responsibilities to handle the school. They are assumed to carry out multiple roles (Bhujel, 2021;Dhungana, 2020) of academic as well as non-academic ones. They are expected to play a key role in transforming schools.…”

“…Efficacy of leaders is associated with self-confidence to successfully perform these tasks (Mansor, Nasaruddin, & Hamid, 2021) to yield better result. Dhungana (2020) believes that transformational leaders can influence the followers to perform the tasks through instilling positive moods. Overall, transformational leaders can utilize managerial self-efficacy in order to influence, encourage, motivate and change the followers when they become task specific manager.…”