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.

摘要

本文的目的有两个，首先，它旨在为未开发的低收入国家尼泊尔的学校领导和实践文献做出贡献，其次，探讨这些实践是如何在其背景下独特地和因地制宜地实施的。考虑到贫困程度和人口统计，采用定性方法在三所成功的高性能社区学校开展研究。对校长、副校长、课堂教师和学生进行了半结构式访谈，以了解这些学校周围环境的复杂性。探索了与背景挑战、学校领导的作用、政策和实践相关的信息和链接。研究结果表明，一系列领导风格和策略，以及对“工作”的承诺和识别挑战的奉献精神非常重要。了解校长所在学校的背景似乎也很重要，它会影响本研究中学校的改革及其作为社区学校的成功。重点关注尼泊尔成功的社区学校与类似情况下的大多数社区学校相比如何培养高水平的学生。这项研究强调，在具有挑战性环境的学校中应用有效的领导模式有助于学生的进步和成就。重点关注尼泊尔成功的社区学校与类似情况下的大多数社区学校相比如何培养高水平的学生。这项研究强调，在具有挑战性环境的学校中应用有效的领导模式有助于学生的进步和成就。重点关注尼泊尔成功的社区学校与类似情况下的大多数社区学校相比如何培养高水平的学生。这项研究强调，在具有挑战性环境的学校中应用有效的领导模式有助于学生的进步和成就。