Electronic Thesis and Dissertation Repository

Degree

Master of Education

Program

Education

Supervisor

Prof Dr Derek Allison

Abstract

Academic performance of students from most of the public schools in Nepal is not satisfactory. However, there are a few public schools consistently performing well despite similar students’ and teachers’ backgrounds, infrastructure and resources. This study explored how principals’ understandings and practices of their leadership role may have influenced students’ learning.

For this study five higher performing and five lower performing schools from Kathmandu Metropolitan City (KMC) were chosen. In-depth interviews and separate focus group discussions were conducted with the principals. Findings were analyzed under six dimensions of effective school leadership identified from the literature: (a) vision building and goal setting, (b) crafting positive school culture, (c) supporting teachers and students, (d) developing leadership among staff, (e) managing resources, and (f) leading for continuous improvement.

All principals identified challenges in their work, but the principals from lower performing schools identified more challenges. Principals from higher performing schools typically provided more comprehensive accounts of their roles as school leaders.


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