School Leadership: Evidence from a Post-Conflict Post-Earthquake Country in South Asia

Autor/in	Khanal, Jeevan
Titel	School Leadership: Evidence from a Post-Conflict Post-Earthquake Country in South Asia
Quelle	In: Leadership and Policy in Schools, 20 (2021) 3, S.416-435 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khanal, Jeevan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2019.1695849
Schlagwörter	Principals; Leadership Responsibility; High Achievement; Low Achievement; Administrator Behavior; Teacher Attitudes; Leadership Styles; Foreign Countries; Secondary Schools; Democratic Values; Motivation; Nepal + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Unterdurchschnittliche Leistung; Lehrerverhalten; Führungsstil; Ausland; Sekundarschule; psychologische; Motivation (psychologisch)
Abstract	School leadership plays a significant role in the success of a school through its effects on teachers' efficacy.Empirical studies of school leadership in South Asia are limited. This study seeks to address this gap. The author examines teachers' perceptions about how school principals play their role in high-achieving and low-achieving community high schools in Nepal through the lenses of a multidimensional model. Based on interviews with 18 teachers teaching in multiple disciplines, it was found that teachers in the high-achieving schools perceived their principals' behavior positively compared to their counterparts from low-achieving schools. Dedicated, devoted principals with positive and collaborative leadership styles have greater influence on most teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01