Role of Headteacher to Enhance the Professional Development of Teachers in Public Schools of Chitwan District: A Narrative Research

Abstract

The Nepal government has allocated significant resources in education sector. It has allocated 211.9 billion for the Ministry of Education, Science and Technology in the fiscal year 2082/2083. The government of Nepal has adopted the policy of “Education for all” and free education up to secondary level, free tiffin, free school dresses etc. And the government has been organizing regular training, workshops, and seminars to enhance teachers' professional development. The head teacher can support the implementation of this knowledge among teachers in the field. This narrative research aims to examine the perceptions and practices of government school head teachers regarding the implementation of training, workshops, and seminars in the school. The seven head teachers of government schools of Chitwan district shared their perceptions and practices on the professional development of teachers after participating the several trainings, workshops and seminars. This qualitative research on the narrative approach has been used purposive sampling to select seven head teachers. The narratives of these head teachers describe different training and workshop structures for teachers' professional development, which sharpened their skills and introduced new ideas, thereby supporting students’ skills and qualities. Professional development increases teachers' confidence. Teachers' confidence and skills directly support students’ learning and help them achieve better performance. All the head teachers drew on their personalities, values, and school challenges to craft unique professional practices. Despite varied approaches, all agreed that teachers’ growth cannot be separated from the students’ success and school improvement. And the core message is that teacher professional development is not an event but a culture nurtured through leadership, collaboration, and teachers' intrinsic motivation. So, the head teacher must act as a facilitator of professional development by aligning teachers’ strengths with school priorities, engaging ownership, and ensuring a culture of sharing and application.