RELATIONSHIP BETWEEN HEAD TEACHERS’ DISTRIBUTED LEADERSHIP AND STUDENTS’ LEARNING ACHIEVEMENT

Abstract

This study aimed to find out the relationship between head teachers’ distributed leadership and students’ learning achievement in Public Secondary Schools of Kathmandu, Lalitpur and Bhaktapur districts. For fulfilling the objective of study, three research questions were designed and related to the relationship between distributed leadership and demographical variables of head teachers, demonstration of head teachers’ distributed leadership, the relationship between head teachers’ distributed leadership and students’ learning achievement. The methodology was adopted with survey approach within a quantitative research design based on the post-positivism philosophical paradigm. The significant differences were found between head teachers’ distributed leadership practice and demographic variables in qualification and training status. Collective and distributed leadership were found significant difference across qualification as demographic variables of head teachers. In addition, the training status was found significant difference in collaborative, coleader, collective and distributed leadership where p- value was found < 0.05. The level of HTs’ found moderate in gender, experience in position, districts wise leadership, teaching experience, training days and attributes wise ii leadership. The low positive correlation between HTs’ distributed leadership and students’ learning achievement was found. The contribution of head teachers’ distributed leadership was found 0.064 in obtaining students’ GPA. As the SEE result is not good as expectation of the government, parents and students which were found from the result of SEE (2022). The Head Teachers’ distributed leadership supports the holistic schools’ productivity and progress in terms of quality education. Head Teachers can no longer do their jobs alone. The Head Teachers’ distributed leadership can enhance the better result of Schools. Further, this study is helpful to the new researchers, Head teachers and educational policymakers.