Abstract
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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
