An Influence of Self-Awareness and Self-Regulation on Effective School Management in Nepal

Abstract

In the research, the dependants include the roles of two affective leadership (Emotional Intellegence-EI) variables Self-Awareness and Self-Regulation to the management of well-managed school in the private schools located in Kathmandu Valley in Nepal. The research questions that will be dealt with are as follows: (1) How does self-awareness among teachers influence school management effectiveness? and (2) How does self-regulation among teachers influence school management effectiveness? The hypotheses that are tested in the study are that self-awareness (H1) and self-regulation (H2) have a positive effect on the effectiveness of school management.

A quantitative survey design was employed in collecting data, where questionnaires were used with a sample of 31 teachers to propose Salovey and Mayer model (1990) and Goleman (1995) model of EI. The self-awareness scale had a good reliability of Cronbach alpha of 0.731, whilst the self-regulation scale had a good reliability of alpha 0.863. Descriptive statistics showed high mean scores of self-awareness items (3.97 to 4.10) and self-regulation items (3.81 to 4.42) which are high in the sense that it shows that teachers (in general) think of themselves as being emotionally competent. The results of ANOVA revealed that the effect of self-awareness on the effectiveness of school management was not statistically significant F = 0.658, p = 0.780) therefore, the null hypothesis of H1 was accepted. On the contrary, self-regulation had a substantial effect on school management performance (p = 0.005), which proves H2. Self-regulation was also supported as an important predictor of effective school management as further supported in multitask regression analysis. An equation to measure latent variables was validated, and no significant predictive relationships among Self-Awareness, Self-Regulation and Effective School Management were found, meaning that these measures work independently in this real-life scenario.

To sum everything up, although self-awareness is effective in the development of leaders, it is not a predictor to the effectiveness of school management. Self-regulation, on the other hand, is very instrumental in development of healthy school conditions, better decision making and additional teacher satisfaction. The results highlight that self-regulation training should be incorporated in the leadership development programs to enhance the management of schools. Considering the limited sample size, other future studies need to increase the sample size and investigate more dimensions of EI to confirm such evidence further.