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

Abstract

Inspirational Leadership (IL) is pivotal in the spaces of educational leadership to inspire and motivate teachers to achieve organisational goals. Concerning it, this study intends to explore the existence of inspirational leadership among teachers of Bagmati Province. For this purpose, this study employed explanatory sequential mixed method design, a cross-sectional survey in Quan strands and narrative inquiry in Qual strands. The data in the Quan and Qual strands were gathered via survey questionnaires from 502 respondents and in-depth interviews from four participants, respectively. The collected Quan data were carried out to assess the levels of inspirational leadership and their dimensions (Intellectual stimulation, envisioning, managing impression, moulding follower’s expectations) as high levels due to the presence of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. However, meaning-making as one of the dimensions of inspirational leadership is recognised as a very high level of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. Furthermore, the social exchange relations also inspired teachers to perform their job. So the high level of inspirational leadership assists teachers in achieving high job productivity in their school.

A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching

“…This is aligned to finding of Glaz and Liang (2009), who further stated that such incorporation (poetry as well) to mathematics results in enhancement of both learning and proficiency of mathematical concepts, and also helps in reducing math-anxiety. In relation to it (and to storytelling as well: illustrated in story 1 of episode 3), Shrestha et al (2022) also stated about the significance of arts-based pedagogy, which can assist both teachers and students, in terms of promoting self-motivation, creativity, imagination, and critical thinking. Thereby, I found that 42 days training as a huge asset for me during my two years of Fellowship journey.…”

Contribution of Inspirational Motivation on Teachers Job Satisfaction in Public Secondary Schools in Kagera Region, Tanzania

“…The influence of inspirational motivation on teachers' job satisfaction in public secondary schools This section focuses on reviewed empirical studies related to the contribution of inspirational motivation to teachers' job satisfaction in public secondary schools. A study conducted by Shrestha (2022) Inspirational Leadership among Teachers: an Explanatory Sequential Mixed Methods Study in the School Setting of Nepal Asia. For this purpose, the study employed explanatory sequential mixed method design, a cross-sectional survey in Quantitative strands and narrative inquiry in Qualitative strands.…”

Effect of School Leadership Programs on Educational Outcomes vis-a-vis SDGs: A comparative study of Nepal and its selected neighbors

“…The NCSL also conducts research and advocates for policies that support the development of effective school leadership in India (Ministry of Education, 2021). According to various studies, the School Leadership Development Program (SLDP) in Nepal has had a positive impact on the quality of education in the country (Nepal Government, 2015;Shrestha, 2017;Subedi, 2015;UNICEF, 2018). The program has helped to develop critical leadership skills such as communication, conflict resolution, and decision-making, resulting in better management of schools, improved teacher performance, and better learning outcomes for students (Shrestha, 2017;Subedi, 2015).…”

“…According to various studies, the School Leadership Development Program (SLDP) in Nepal has had a positive impact on the quality of education in the country (Nepal Government, 2015;Shrestha, 2017;Subedi, 2015;UNICEF, 2018). The program has helped to develop critical leadership skills such as communication, conflict resolution, and decision-making, resulting in better management of schools, improved teacher performance, and better learning outcomes for students (Shrestha, 2017;Subedi, 2015). Moreover, the program has also emphasized the importance of collaboration among stakeholders, including parents, teachers, and community members, resulting in better school performance and greater accountability (Nepal Government, 2015;UNICEF, 2018).…”

“…The SLDP program has been effective in improving the quality of education in Nepal, making it an essential initiative that can serve as a model for other countries in the region (Shrestha, 2017;UNICEF, 2018). INNOVATIVE RESEARCH JOURNAL Vol.…”