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

Authors

  • Devi Prasad Adhikari Nilkantha Multiple Campus, T.U., Nepal

DOI:

https://doi.org/10.3126/ejer.v5i1.65628

Keywords:

transformation, leadership, head teacher, case study

Abstract

In the context of Nepal, most of government-aided schools are poorly managed. They could not provide good achievement academically and non-academically. Head teacher's leadership is considered highly significant for the transformation of such schools. The schools are not getting expected change. However, there are very few schools that have been transformed considerably. This study explored the role of head teachers’ self-efficacy and their transformative leadership qualities in connection to the transformation of schools. Along with this, teachers' perception about the head teachers' leadership role and impact in the transformation process were also underpinned. This multiple case study of two government schools from Dhading district adopted qualitative method. The findings were illustrated in narrative and descriptive way. Research findings indicated the current situation of transformed schools, leadership effect, the head teachers' self-efficacy and transformative leadership qualities. The findings are helpful to head teachers, administrators, teachers, policy makers and school managers per se in order to transform schools.

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Author Biography

Devi Prasad Adhikari, Nilkantha Multiple Campus, T.U., Nepal

Mr. Adhikari, lecturer of Nilkantha Multiple Campus, Dhading is an aspiring  researcher in the field of critical pedagogy, student agency, examination practices  & shadow education. He has more than two decades teaching experience as an EFL teacher. Now he has been serving as assistant campus chief of NMC. He is currently pursuing Ph.D. from Graduate School of Education, Tribhuvan University.

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Published

2024-05-09

How to Cite

Adhikari, D. P. (2024). Head Teacher’s Self-efficacy with Transforming Leadership for Changing School. The EFFORTS, Journal of Education and Research, 5(1), 1–21. https://doi.org/10.3126/ejer.v5i1.65628

Issue

Section

Research Article