Context-Specific Leadership Practices: An Examination of Evidence of Successful Community School Headteachers in Nepal

Autor/inn/en	Khanal, Jeevan; Rana, Karna; Sharma, Lekhnath; Whybrow, Nicola; Ghimire, Subekshya
Titel	Context-Specific Leadership Practices: An Examination of Evidence of Successful Community School Headteachers in Nepal
Quelle	In: Leadership and Policy in Schools, 22 (2023) 1, S.200-224 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khanal, Jeevan) ORCID (Rana, Karna) ORCID (Sharma, Lekhnath) ORCID (Ghimire, Subekshya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.1921223
Schlagwörter	Leadership Styles; Instructional Leadership; Community Schools; Foreign Countries; Developing Nations; Educational Practices; Administrator Attitudes; Teacher Attitudes; Educational Change; Educational Policy; Neoliberalism; Academic Achievement; Elementary Secondary Education; Exit Examinations; Grade Point Average; Administrator Education; Personnel Selection; Principals; Administrator Effectiveness; Outcomes of Education; Administrator Role; Barriers; Risk; Institutional Characteristics; Educational Finance; Teacher Administrator Relationship; Private Schools; Nepal + Suchen Sie Ihr Suchwort? Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Community school; ; Gemeindeschule; Gemeinschaftsschule; Ausland; Developing country; Developing countries; Entwicklungsland; Bildungspraxis; Lehrerverhalten; Bildungsreform; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Schulleistung; Final examination; Abschlussprüfung; Personalauswahl; Personalentscheidung; Principal; Schulleiter; Lernleistung; Schulerfolg; Risiko; Bildungsfonds; Private school; Privatschule
Abstract	The purpose of this article is twofold, firstly, it aims to contribute to the literature of school leadership and practices from the unexplored, low-income country, Nepal and secondly, to deliberate how these practices are uniquely and situationally enacted within their context. A qualitative approach was used to carry out the study in three successful high performing community schools considering their levels of poverty and demographic. A semi-structured interview process was carried out with school headteachers, deputy headteachers, classroom teachers and students to understand the complexity of the context surrounding these schools. Information and links were explored to contextual challenges, the role of school leaders, policy and practice. The findings suggest that a range of leadership styles and strategies, along with a commitment to "the job" and dedication in identifying challenges are significant. Understanding the context of headteacher's school also appeared to be crucial, affecting reform in the schools within this study and their success as community schools. Focusing on how successful community schools in Nepal achieve high preforming students compared to most community schools in similar circumstances. This study highlighted that effective leadership models applied in schools with challenging contexts contributed to students' progress and attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01