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

Nirmal Dhungana^1,

¹M.Phil. Scholar, Nepal Open University, Department of Social Sciences and Education, Kathmandu, Nepal

Cite this paper:
Nirmal Dhungana. Exploring the Perception of Headmasters’ Transformational Leadership of the Community Secondary Schools in Nepal. American Journal of Educational Research. 2020; 8(9):633-642. doi: 10.12691/education-8-9-4

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. Co-ordinate 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.

Keywords:
community secondary school transformational leadership headmasters school management committee teachers

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Northouse, P. G. (2016). Leadership Theory and Practice. In Sage Publications (Seventh). George Mason University.
[2]	Fleishman, E. A., Mumford, M. D., Zaccaro, S. J., Levin, K. Y., Korotkin, A. L., & Hein, M. B. (1991). Taxonomic efforts in the description of leader behaviour: A synthesis and functional interpretation. The Leadership Quarterly, 2(4), 245-287.
[3]	Luitel, B., Phyak, P. B., Devkota, B. K., Acharya, G. S., Limbu, G. P., & Sahi, B. B. (2018). A Study on Identifying Ways for Managing School Level Teachers in the Federal System.
[4]	Huber, S. G., & West, M. (2002). Developing School Leaders: A Critical Review of Current Practices, Approaches and Issues, and Some Directions for the Future. Second International Handbook of Educational Leadership and Administration, 1071-1101.
[5]	Bell, L., & Rowley, A. (2002). The impact of educational policy on headship in primary schools in England, 1994-2001. Journal of Educational Administration, 40(3), 195-210.
[6]	Rutherford, C. (2006). Teacher leadership and organizational structure: The implications of restructured leadership in an Edison school. Journal of Educational Change, 7(1-2), 59-76.
[7]	Education Act, (2018). http://www.lawcommission.gov.np.
[8]	Qutoshi, B., Khaki, S., & Alam, J. (2014). The Role of a Principal / Headteacher in School Improvement: A Case Study of a Community-Based School in. Journal of Research and Reflections in Education, 8(2), 86-96. http://www.ue.edu.pk/jrre.
[9]	Supovitz, J. A., & Tognatta, N. (2013). The Impact of Distributed Leadership on Collaborative Team Decision Making. Leadership and Policy in Schools, 12(2), 101-121.
[10]	Moos, L. (2013). Comparing Educational Leadership Research. Leadership and Policy in Schools, 12(3), 282-299.
[11]	Moos, L. (2011). Sustaining Leadership Through Self-renewing Communication. In L. Moos, O. Johansson, & C. Day (Eds.), How School Principals Sustain Success over Time (14th ed., Vol. 14, pp. 127-150). Springer Dordrecht Heidelberg London New York.
[12]	Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. In Educational Leadership Relationally: A Theory and Methodology for Educational Leadership, Management and Administration.
[13]	ERCC, N. (2012). A Study on The Status of Teacher Management in Community School in Nepal (Issue June).
[14]	Mulford, B. (2006). School Leaders: Challenging Roles and Impact on Teacher and School Effectiveness. International Journal of Leadership in Education, 9(1), 11-31.
[15]	Bailey, J., Axelrod, R. H., & Burns, J. M. (2001). Leadership lessons from Mount Rushmore: an interview with James MacGregor Burns (vol 12, pg 113, 2001). Leadership Quarterly, 12(4), 553.
[16]	Khadka, J. (2017). Perceived Relation Between Principals’ Emotional Intelligence and Leadership Styles, and Their Effect On School Performance. [Unpublished doctoral dissertation]. Kathmandu University of Nepal.
[17]	Hall, K. A., Ozerk, K., Zulfiqar, M., & Tan, J. E. C. (2002). “This is our school”: Provision, purpose and pedagogy of supplementary schooling in Leeds and Oslo. British Educational Research Journal, 28(3), 399-418.
[18]	Bass, B. M., & Riggio, R. E. (2017). Transformational Leadership. In Lawrence Erlbaum Associates, Inc., Publishers (Vol. 15, Issue 6).
[19]	Suresh, A., & Rajini, J. (2013). Transformational Leadership Approach in Organisations -Its Strengths and Weaknesses. International Journal of Social Science & Interdisciplinary Research, 2(3), 155-160.
[20]	Avolio, B. J., & Oaks, T. (2000). Full Leadership Development: Building the Vital Forces in Organizations. The Journal of Academic Librarianship, 12(1), 66.
[21]	Birla, K. M. (2005). Transformational leadership, and learning organizations. International Journal of Learning and Intellectual Capital, 2(4), 321-326.
[22]	Hartsfield, M. (2012). The Spirit of Transformational Leadership: Emotions or Cognition? School of Leadership Studies, 4(2).
[23]	Chi, N. W., Chung, Y. Y., & Tsai, W. C. (2011). How Do Happy Leaders Enhance Team Success? The Mediating Roles of Transformational Leadership, Group Affective Tone, and Team Processes. Journal of Applied Social Psychology, 41(6), 1421-1454.
[24]	Sribenjachot, S., & Chan, P. (2007). Transformational vs. Transactional Leadership: A Path Analysis of the Direct Selling Industry in Thailand. In Asia and Pacific DSI.
[25]	Inoguchi, T. (2005). Values and lifestyles in urban Asia: A cross-cultural analysis and sourcebook based on the Asiabarometer survey of 2003.
[26]	Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the Workplace: A Reappraisal. Human Relations, 48(2), 97-125.
[27]	Awamleh, R., & Gardner, W. L. (1999). Perceptions of leader charisma and effectiveness: The effects of vision content, delivery, and organizational performance. Leadership Quarterly, 10(3), 345-373.
[28]	Masters, R. D., & Sullivan, G. (1989). Facial Displays and Political Leadership in France. 19(1), 1-30.
[29]	Bryant, S. E. (2003). The Role of Transformational and Transactional Leadership in Creating, Sharing and Exploiting Organizational Knowledge. Journal of Leadership & Organizational Studies, 9(4), 32-44.
[30]	Dvir, T., & Shamir, B. (2003). Follower developmental characteristics as predicting transformational leadership: A longitudinal field study. The Leadership Quarterly, 14(3), 327-344.
[31]	Judkrue, A. (2012). The influence of transformational leadership style on organizational success: A study on MNCs in Bangkok, Thailand. International Conference on ICT and Knowledge Engineering, 14-18.
[32]	Bloomberg, L. D., & Volpe, M. (2019). Completing Your Qualitative Dissertation (Fourth Edi). SAGE Publications.
[33]	Hariri, H. (2011). Leadership Styles, Decision-making Styles, and Teacher Job Satisfaction: An Indonesian School Context. James Cook University, Australia.
[34]	Creswell, J. W. (2012). Educational Research, Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). PEARSON.
[35]	Louis Cohen, L. M. and K. M. (2018). Research Methods in Education (Eight). Routledge.
[36]	Khanal, J., Perry, F., & Park, S. H. (2019). Leadership practices of principals of high-performing community high schools: Evidence from Nepal. Educational Management Administration and Leadership, 1(20).
[37]	Khanal, J. (2019). School Leadership: Evidence From A Post-Conflict Post-Earthquake Country in South Asia. Leadership and Policy in Schools, 00(00), 1-20.
[38]	Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 194-212.
[39]	Berkovich, I., & Eyal, O. (2017). The effects of principals’ communication practices on teachers’ emotional distress. Educational Management Administration and Leadership, 46(4), 642-658.