PRINCIPALS FOR SCHOOL CHANGE: A STUDY OF INSTITUTIONAL SCHOOLS OF NEPAL
By Babin Pokharel, Ph.D. (Nepal)
Cook Communication has published a research book of a Nepali writer, entitled “PRINCIPALS FOR SCHOOL CHANGE: A STUDY OF INSTITUTIONAL SCHOOLS OF NEPAL on 7 July , 2020.
The general purpose of this research book is to examine how school principal face change and prepare themselves for school change so that schools can sustain, change and grow. This research book raised three questions to answer teacher’s perception towards principals about engagement related to change, leadership roles of Nepalese institutional school principals, and the preparation of principals for this change.
This research book tries to answer research questions whether any intervening effects of gender, qualification, experience and age in relation the responses of teachers while evaluating the ability of principals’ in relations to their performance excellence, team building abilities and the possession of transformational leadership skills. This research book also attempted to reveal the roles of principals from an extensive survey of literature and depth of interviews of principals. The study focuses on how principals can be prepared and how they are being prepared for the change in future. This research book assumes that quantitative and qualitative approaches are complementary to each other for the best research outcomes. A mixed methods research design has been used for collecting, analyzing, and “mixing” both quantitative and qualitative research and methods in a single study to understand a research problem.
The findings from this research book indicate that principals are proactive towards change and are improving their practices themselves by developing shared culture in their schools. This research uncovers sufficient evidence that they agree with the opinions of their teachers regarding school performances. The response of teacher was close to satisfactory, many principals were not well perceived as capable leaders needed to run schools efficiently, many were seen as not efficient in running the schools as teams and transformational leadership skills were not displayed by the principals in this study. Principals were found to be aware of taking competitive advantages by employing democratic leadership styles with teachers and subordinates and developing harmonious relationships with stakeholders. However, the research suggests that they receive very little support from others to foster change process in their school. The data showed that they try to learn by experience for which they treat teachers as their valuable partners through sharing with association members and occasional discussions. The major practice this research discovered is that principal can follow self-preparation for leadership that manifest change and provide transformative vision to be explicitly discussed as the changed school culture which is being developed and in the case of the larger community involvement, intentional inclusion of society, parents, teachers and students.
About the Author
(Dr. BabinPokharel is Founder Director of VS Education Foundation . He has PhD in Educational Ledaership from Kathmandu University and has three Masters Degree which are Masters in (MBA) Human Resource Management from James Cook University, Singapore Campus, (MSc) Banking and Finance from University of Wales, Singapore and MA in Global Policy and Diplomacy from Staffordishiry University , UK. He is also a visiting faculty in same university and teaches Organizational Behavior, Human Resource Management and Leadership.He has published many journals in the field of Banking, Human Resource Management and Educational Leadership.)
