An Indigenous Approach of Educational Leadership in Magar Community


  • Rudra Prasad Danai Adarsha Multiple Campus, Gajuri, Dhading, Nepal
  • Laxmi Prasad Bhandari Panchthar Multiple Campus, Panchthar, Nepal
  • Shiva Aryal Faculty of education, T.U., Kirtipur, Nepal
  • Dhan Bahadur Reshmi Magar Butwal Multiple Campus, Nepal



Educational leadership, Bheja, Dhukurya, and indigenous culture


This article is based on ethnographic study of the indigenous approach to educational leadership in formal and informal schooling in the Magar Community of Palpa. The study led ahead through a qualitative ethnographic study design that follows an interpretive approach. The population for this research was selected on the basis of judgmental sampling design. The tools we used for data collection was an interview, observation, and review of secondary source of data. We interviewed the three leaders of three Bhejas known also as Dhukuryas to understand how they provide educational leadership to their people in the modern context. The study found that the Magar community of people living in these parts of the country since a thousand years ago have their distinct, popular way of socio-cultural education leadership. This also concluded that the unique cultural leadership of these people is democratic, participative, honorary, based on system and values, and united. Chiefly, this study reports that the Magar community, as the indigenous people of Nepal have been practicing educational leadership culture that supports a new generation of people learning the culture, religion, language, society, and formal education management.


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Author Biographies

Rudra Prasad Danai, Adarsha Multiple Campus, Gajuri, Dhading, Nepal

Mr. Rudra Prasad Danai is a lecturer at Adarsha Multiple Campus, Gajuri, Dhading. He has 25 year long teaching experience in different schools and colleges of Dhading district. He has completed MA in English literature and M. Ed. in English language teaching from Tribhuvan University. He is currently his Ph. D. in education leadership. He is keen on research in teacher education, education leadership, indigenous leadership and pedagogy.

Laxmi Prasad Bhandari, Panchthar Multiple Campus, Panchthar, Nepal

Mr. Laxmi Prasad Bhandari is a Lecturer at Panchthar Multiple Campus Panchthar, Nepal. He has completed Master’s Degree in Educational Planning and Management (M. Ed.) and Economics (M. A.) from Tribhuvan University. He is currently an MPhil scholar in Education Studies at Tribhuvan University. He is interested in teacher’s motivation, inclusive education, educational leadership, and family roles in education.

Shiva Aryal, Faculty of education, T.U., Kirtipur, Nepal

Mr. Shiva Aryal is an Assistant Professor in the Department of Foundation of education, under the Faculty of education, T.U., Kirtipur. He received a Master’s Degree in Education, Planning and Management. Shiva is doing his Ph.D. from the Tribhuvan University in Education Studies. He has 13 years long teaching experience in Sanothimi Campus, Bhaktapur. His current research on ‘Practicing of Critical Pedagogy’ in School Education at Marginalized Community.

Dhan Bahadur Reshmi Magar, Butwal Multiple Campus, Nepal

Mr. Dhan Bahadur Reshmi Magar, received Master’s Degree in Education in Chemistry Education from T.U. and started his teaching career as a full faculty member of education department since 2006 in Butwal Multiple Campus. He has published text books on Environmental Science for Class twelve and Environmental Science respectively.




How to Cite

Danai, R. P., Bhandari, L. P., Aryal, S., & Reshmi Magar, D. B. (2023). An Indigenous Approach of Educational Leadership in Magar Community. Siddhajyoti Interdisciplinary Journal, 4(1), 103–116.