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.

community secondary school, transformational leadership, headmasters, school management committee, teachers