2. Presentation outlines
Conceptualizations
Paradigms of teacher leadership
Models of teacher leadership
Teacher’s roles inside and outside the classroom
Challenges of transforming the teacher leadership
Conclusions
3.
4. Key terms
Head Teacher
Officially designated chief academic and administrative official in
School.
School Leader, POSDCoRB Manager.
Accountable, responsible and charge affairs authority, team leader and
change agent.
Education Act 1971(2C) and Regulation 2003(R94).
Appointed by government as contract for five years
5. The entire roles and responsibilities assigned and initiated for the
school effectiveness as a school head.
It refers the individual art of leading school and entire process of
leading, planning, managing, organizing, controlling, co- ordination,
reporting, budgeting, supervision as well as administration and so on.
Both academic and administrative roles and responsibilities as tied to
conceptual framework of this study.(6)
Set, perceptions, believes ,value, initiations ,replications.
Leadership Practices
6. Head teacher leadership practices
The term head teacher leadership practices refer in this entire study as
a focus on these dimensions,
(a)visioning and goal setting;
(b)building a positive school culture;
(c) supporting teachers and students to improve learning,
(d) cultivating leadership qualities in others;
(e) managing school resources and operations; and
(f) leading for continuous instructional and organizational improvement
( Darling Hammond, La Pointe, Meyerson, Orr & Cohen, 2007; Day, S
ammons, Hopkins, Harris, Leithwood, Gu & Brown, 2010; Leithwood &
Jantzi, 2005, Shrestha 2017).
7. 1. Problem statement
Nepal has scaled a long time since the foundation of the formal education system
was initiated in the year 1853 A.D. formal school. Nepal’s educational developme
nt during this period remained extremely limited, with a mere two percent of the
population being literate by 1951 (Khatry,Chhetry, Pandey, & Wood, 1956, p. 33).
There were 36,223 schools enrolling a total of approximately 7,542,393students fr
om Grade 1 to 12 in 2017).Of this total, 29, 630 (84%) were public schools empl
oying over 211,000 teachers and enrolling a total of approximately 6.3 million stud
ents. In addition, there were 5, 593 (16%) private schools with over 81,000 teacher
s enrolling a total of approximately 1.2 million students. (MoE,2017).
The educational indicators show that the NER in basic level is 97.3% and 68% in
secondary level, pass rate in secondary level 67%, 98% teachers have required
qualifications and training, gender parity index is equal in basic level and near
equal in secondary level.(MoE 2017).
8. Problem statement……
Nepal has signed in the several international conventions,
charters, Commitments and declarations related to education.
Nepal’s strong commitments in the educational sector has made
success in the implementation of the several project and non- proj
ect models(BPEP,EFA,TEP,SESP,SSRP,SSDP,MDG,SDG) has
promoted in overall education situation.
The financing of education was increased 0.4% to 15% from 195
0’s to 2018(MoF,2018).
The increase in the quantity of educational matters has been
achieved dramatically.
9. Statement of problem
Unfortunately, the educational situation of Nepal has been triggered
with several drawbacks.
The average score of the students of basic level in major subject
s is below 50% and in secondary it is about 47%.
(Educational Review Office,2017).
School governance is still status-quo oriented(SSDP 2015).
Teacher and head teacher training has not been transferred in
actual classroom and school management.(CEDID 2015).
60,000 children of age 5-12(Basic Ed.) are still out of school
(MoE,2018).
11. Problem statement
Poor Performance of public secondary schools in secondary education examination.
(MoE,2017).
Pressure of private schools on public schools.
some public secondary schools have a heavy student flow and load beyond their
intake capacity and some of the schools are going to be closed due to the shortage or
lack of the students.(MoE 2017).
Some schools have excellent result, quality and overload of the student but some are
starving for students to enrol and struggling for existence.
(Student Enrolment Campaign, 2018).
Out of 132 public secondary schools in Lalitpur district, 19 schools secured a 100
percent pass rate in the 2016 Secondary Education Examination (MOE, 2017).
In Lalitpur District alone, the government permanently closed 9 public schools in
2014 and 2016 due to a lack of students, and the District Education Office in
Lalitpur has further noted that the closure of public schools will increase i
sgnificantly over the next five years (Ghimire,2017).
12. Problem statement…
Poor Quality of Education
(Bhatta,2008,Sharma 2012. Thapa 2012,Joshee 1994).,
Poor School visioning (NPC 2015).,
Educational Wastage
(Khaniya and Mathema 2007).,
Poor results School Leaving certificate or Secondary Education
Examination(Bista,2016).,
Quality, where? Public vs Private School.
(Koirala and Sharma 2015).
13. Statement…..
Apparent failures of school improvement efforts in Nepal
could be at least partially attributable to a lack of effective
school leadership by head teachers.
Furthermore, and of greater immediate importance, addressing
the challenges identified by the Ministry of Education will
necessarily have to be done through the agency of school
leadership, rather than any other possible school improvement
strategy, the contributions of school head teachers cannot be
underestimated in the drive for school improvement in Nepal.
14. Statement…
School leadership has emerged as a key policy priority in line with the new
vision for education articulated in the fourth Sustainable Development
Goal, to ‘ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all’. (Leading better learning: School
leadership and quality in the Education 2030 agenda,UNESCO,2016).
The Three Dimensions of Learning Crisis
1.Access Learning(To make it as a serious goal)
2.Act on Evidence(To make schools work for all learners)
3.Align Actors(To make the whole system work for learners)
(World Development Report, 2018.World Bank Page 3)
16. Statement…
Researchers ,Darling Hammond, La Pointe, Meyerson, Orr & Cohen et al
., 2007; Leithwood, Harris & Hopkins, 2008; Leithwood, Day, Sammons,
Harris & Hopkins, 2006; Louis et al., 2010) concluded that strong school
leadership is the key for the school effectiveness.
Joshee, 1994;Niraula, 2002; Shrestha, 1982; Shrestha, 2011; UNESCO,
2004 have expressed concerns over the highly variable levels of
professional competence and leadership qualities among public school
head teachers in Nepal.
17. Statement….
‘Winners do not do different things, they do things differently’(Shiva Khera
,2008,You can win, A step by step tool for Achievers).Head teachers apply
their own creations with vision and transfer them differently abiding the
rules and regulations.(Bhattarai ,2010)
‘what leaders do depends on what they think and feel’ (Leithwood, Day,
Sammons, Harris, & Hopkins, 2006b. p. 8). In this context ,the head
teachers from the higher performing schools understand their role and
responsibilities differently and act differently than those in lower
performing schools.
If anything successes it is the leadership and vice versa.(Mukharji,2017,
Leading the leader ,P. 49).
18. Statement…
In today’s schools, strong and effective leadership is considered to be the
critical ingredient in driving change and strategic innovation. Leadership is
seen to be at the hub of transforming: values into actions, visions into
realities, obstacles into innovations, separateness into solidarity, and risks in
to rewards (Kouzes andPostner, 2007).
Key Statement of the problem
‘How do head-teachers of higher and lower performing public secondary
schools in Lalitpur describe their leadership practices, and the challenges the
y face in discharging their responsibilities as head teacher and how do their
accounts relate to common leadership dimensions in the literature
conceptualizing effective school leadership?
19. 2.Objectives of the Study
• To explore the leadership role of head teachers’ as perceived
by them in relatively high and low achieving public secondary
schools in Lalitpur district.
• To compare the perceptions of head teachers’ about their roles
and responsibilities, challenges they face in fulfilling their role
and conceptions of their roles and responsibilities as school
leaders.
• To find effective or useful solutions to promote head teachers’
leadership practices
20. 3.Research Questions
1. How do selected head teachers describe their role and
leadership practices?
2. How do their accounts relate to the literature on effective
school leadership?
3. What do these head teachers identify as the major challenges
in their job?
21. 4.Significance of the study
Policy contribution
Practice contribution
Knowledge contribution
Sharing the successful stories of good head teacher leadership
practices
22. 5.Limitations of the study
This study will be limited to the incumbent head teachers of five higher
performing and five lower performing public secondary schools within
Lalitpur District. Only the government funded schools will be considered to
be public schools.
Among other available qualitative methods, this study will use in-depth
interview and focus group discussion as the primary data collection
methods and the examination records of the year 2017 of Lalitpur District
will be used as secondary data.
Only public secondary school head teachers who have at least five years’ of
continuous experience as a head teacher of the selected study schools will
be accepted as participants in this study.
.
23. 6.Conceptual Framework
The literature on school effectiveness typically considers leadership as cent
ral for school improvement and student learning, and outlines school leadersh
ip practices of various kinds (Hallinger & Heck 1998; Leithwood, Harris & Hop
kins, 2008; Mendels, 2012).
The prominent contributors to the literature (Darling Hammond, La Pointe Mey
erson, Orr & Cohen, 2007; Day, Sammons, Hopkins, Harris, LeithwoodGu & Br
own, 2010;Leithwood & Jantzi, 2005,Shrestha 2017) differ in terms of the numb
er and scope of leadership activities.
The major concepts on school effectiveness related to head teacher leadership
(a) visioning and goal setting; (b) building a positive school culture; (c) supporti
ng teachers and students to improve learning, (d) cultivating leadership qualities
in others; (e) managing school resources and operations; and (f) leading for cont
inuous instructional and organizational improvement.
25. 2.Literature Review
Conceptualizations Leadership
Yukl (2006), Owens and Valesky (2001), Northouse (2013), Richmon and Alli
son (2003) ,Leithwood and Riehl (2003), Henman (2005) ,Sergiovanni (2007),
Northouse (2013), Fiedler (1967).
Key Terms:
Process of influencing, interaction among the followers, leaders and the
environment, envisioning the destination, catalyst for the change and group
dynamism, team-working, inspiring the followers, stimulating, motivating and
so on.
26. Effective Head teacher Leadership
“Scratch the surface on an excellent school and you are likely to find an
excellent head teacher. Peer into a failing school and you will find weak
leadership” (Leithwood & Riehl, 2003, p 2).
The shift from viewing head teachers as managers to seeing them as
leaders has involved consideration of (a) the exercise of leadership in
relation to learning; (b) conceptions of leadership roles and the allocation
of school leaders’ authority; and (c) the forces and conditions driving
change in leadership roles and responsibilities. According to the National
Association for Elementary School Head teachers (2008) in the USA.
Effective school leadership directly affects teacher capacity, motivation, a
nd commitment and working conditions, all of which directly affects
teaching practices linked to student learning and achievement.(Leithwood
et al.2008).
27. Head teacher Leadership Dimensions
1. Visioning and Goal Setting
2. Building a Positive School Culture
3. Supporting Teachers and Students to Improve Learning
4. Managing School Resources and Operation
5. Cultivating Leadership Qualities in Others
6. Promoting Continuous Improvement
28. Head teacher leadership in developing world
Head teachers in developing countries were found to focus, by
and large, on routine management, control maintenance and
output-based teacher appraisal, and were likely to refrain from
involving teachers and parents in decision –making,
participative leadership, delegation of responsibilities , or
major school change initiation. (p. 440).
(Anderson & Mundy, 2014; Chapman, 2000; Oduro, Dachi,
Fertig & Rarieya, 2007; Opltka, 2004 ).
29. Head teacher leadership in Nepal
Research studies found that,
Head teachers in Nepal are:
Routine Executive
Implementer
Maintenance task oriented
Models of successful schools have been examined and the role of
leadership values, practices and emotions highlighted. The evidence
suggests that school leaders, particularly principals, have a key role to play
in setting direction and creating a positive school culture including the
proactive school mind-set, and supporting and enhancing staff motivation
and commitment needed to foster improvement and promote success for
schools in challenging circumstances.(Gap).
30. 3. Research Design and methodology
Research Design
A qualitative, exploratory and phenomenological research design will be
used as appropriate design to explore and compare the head teachers’
personal accounts of their knowledge and understanding of their role and
responsibilities.
Sampling and population
Purposive Sampling
Five head teachers from higher performing schools and five head teachers
from lower performing schools as determined as by Secondary Education
Examination (SEE) results of 2017 out of participants schools.
31. Research Design and methodology
Sources of data
Primary: 10 Head teachers (5 from high performing and 5from
low performing).
Secondary: Secondary Education Examination Results 2017.
32. Data collection Procedures and tools
Tools
Semi-structured open ended Interview
Focus Group Discussions
Procedures of data collection
• Visiting Office of the controller of
the examination with request letter
for the exam result sheets and data.
• Sorting schools .
• Initial request letter Delivery
• Establishing the communication
• Follow up preparation meeting with
• Rapport Building.
• Interview and recording of the
interview
• Expressing the gratefulness
• Preliminary analysis and fitting with
the objectives
• Focus group discussion with both
groups separately.
33. Research design….
In depth Interview
Mathers, Fox and Hunn (1998) in-depth interviews guidelines
(a) knowing the objectives of the research; (b) learning the topic guide well;
(c) recording interviews for transcription; (d) reassuring participants about
confidentiality; (e ) asking questions beginning with factual background and
then moving gently to more personal questions; (f) avoiding personal biases
and personal opinions; (g) using probes to clarify questions and noting to
non-verbal cues; (h) transcribing recordings soon after the interviews; and
(i) doing analysis, which they report requires about ten hours of time for each
hour of interview.
34. Research Design….
(a) What do you see as your main responsibilities as a head
teacher and how do you perform the role?
(b) What are the major challenges you face in this school as a
leader?
35. Processing, Analysis and presentation of Data
Process of analysing data
(a) familiarization with the data,
(b) generating initial codes,
(c) reading throughout the transcripts to immerse oneself in the data,
(d) reviewing themes,
(e) defining and naming themes,
(f) producing the report.
Analysis will be made with fitting with the objectives based on the themes and
presentation will be made on tables, explanations and in theme wise basis.
36. Ensuring the validity and reliability
• Accounting for personal biases which may have influence findings.
• Acknowledging biases in sampling and ongoing critical reflection of methods to ensure
sufficient depth and relevance of data collection and analysis.
• Meticulous record keeping, demonstrating a clear decision trail and ensuring interpretations of
data are consistent and transparent;
• Establishing a comparison case/seeking out similarities and differences across accounts to
ensure different perspectives are represented;
• Including rich and thick verbatim descriptions of participants’ accounts to support findings;
• Demonstrating clarity in terms of thought processes during data analysis and subsequent
interpretations
• Engaging with other researchers to reduce research bias;
• Respondent validation: includes inviting participants to comment on the interview transcript
and whether the final themes and concepts created adequately reflect the phenomena being
investigated
• Data triangulation, Bracketing(Controlling the personal experiences and its effects)
37. Ethical Management
Honesty Objectivity
Integrity Carefulness
Openness Respect for Intellectual Property
Confidentiality Responsible Publication
Responsible Mentoring Respect for participants
Social Responsibility Non-Discrimination
Competence Legality
Privacy of participants
.
38. References
Ancona,D.(2005).Leadership in an age of uncertainty. Managing for the future: organizational behavior
and processes (Module 14). 3rd ed. Mason: South Western College Publishing.
Anderson, S. & Mundy, K.(2014).School Improvement in Developing Countries: Experiences and
Lessons Learned pp 7-9. Orient Longman,London.
Antonakis, J., Avolio, B. J., & Sivasubramaniam, N., (2003).Context and leadership: an examination of
the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire, The
Leadership Quarterly, 14, 261-295.
Avolio, B. J., Bass, B. M., & Jung, D. I. (1999) Re-examining the components of transformational and
transactional leadership uses the Multifactor Leadership.Journal of occupational and organizational
psychology, 72(4), 441-462.
Yukl, G. (1989). Managerial leadership: A review of theory and research. Journal of management,
15(2), 251-289.
Yukl, G. (1991) Leadership in Organizations (second edition), Prentice-Hall, Englewood Cliffs, NJ.
Yukl, G.,Gordon, A., & Taber, T. (2002). A hierarchical taxonomy of leadership behavior: Integrating a
half century of behavior research. Journal of Leadership & Organizational Studies, 9(1), 15-32.
39. Plan
S.N. Purposed Activities Time Frame
1. Proposal Conceptualization and First Draft March,2018
2. Proposal Refinement and Second Draft April,2018
3. Final Proposal Submission May,2018
4 Proposal Defence June,2018
5 Correction and submission of proposal June,2018
6. Data Collection July to September,2018
7. Thesis writing Oct. 2018 to Jan,2019
8. Thesis First Draft Submission March,2019
9. Thesis Deliberating and Defence May,2019
40. Interview Questions
1. What do you see as your main responsibilities as a head teacher? In other words, what do you do
as a head teacher of this school?
I will ask some a series of follow-up questions probing aspects of your understanding of principals’
responsibilities.
Probing questions:
a. How are the goals set for this school? What is your involvement in this? How do you develop and
communicate your vision for your school? If no mention of vision, probe by asking about head
teacher understands of “school vision”.
b. Many scholars and commentators talk about the importance of school culture. Are you aware about
the concept of school culture? [If not, explain it embraces shared understandings about the school
learned by teachers and students that influence how things get done]. How would you describe the
culture of this school? How do you think you as a principal have influenced this culture?
c. How are you supporting your teachers and students to ensure better teaching and learning in your
school?
d. What do you understand by cultivating leadership in school? How are you able to do so in your
school?
41. Interview…
e. What are the roles and responsibilities of a head teacher as a manager of the school?
f. What is your organizational structure? How do you manage people and resources in your school?
g. Do you think a principal can bring positive change in school? How do you think it can happen? Can you share
some examples of positive changes you brought in your school during your leadership period?
2. What are the major challenges you face in this school?
Probing questions:
a. Have you faced with any challenges in crafting school vision and setting goals?
b. If you think your school culture is not that positive, what are the factors leading the school culture negative?
c. What are the obstacles so that you are not able to support teachers and students for their growth and learning?
d. What are the challenges in your school to develop leadership capacities in others and make them more
responsible in their job?
e. Where are you facing problems in managing the resources in your school?
f. What do you think are the main factors responsible for the present condition of your school?
3. What are your valuable and concluding suggestions for better improvement in head teacher leadership practices
in School?
4. Are there anything that we have not covered in this interview which you think are important for us to know?
