Exploring Stories of Women Head Teachers in Schools: Transformational Leadership Perspective

Abstract

This study uses a transformational leadership lens to investigate the experiences, difficulties, and approaches to the leadership of Nepali women school head teachers in Nepal. By using the liberal feminism lens, the research seeks to reveal how gender dynamics affect leadership opportunities and practices in the education sector through women's narratives on the way to hold head teacher positions. The study is guided by interpretive paradigm utilizing the qualitative research design with narrative inquiry to investigate the unique contributions and challenges encountered by female head teachers in the Lalitpur, Nepal. Key results highlight the importance of determination, confidence, family support, dedication to work, and leadership capabilities in enabling women to attain leadership positions, even in the face of social bias. Legal safeguards and gender based quotas have improved the involvement of women in leadership positions. However, obstacles such as managing personal and professional obligations continue to exist. Likewise, female head teachers exhibit leadership skills by promoting individual and career development, overcoming challenging circumstances, and acting as exemplary figures. Nevertheless, women head teachers still face challenges such as gender imbalance and role dilemma. The study highlights the need to implement organized initiatives to combat gender discrimination and advance women's educational leadership. Women head teachers in Nepal promote positive change in school settings, defying established gender roles. Their unwavering commitment and resolute attitude serve as sources of motivation for other female leaders, emphasizing the capacity of gender-inclusive leadership approaches to enhance educational achievements and advance gender parity within Nepal's educational system.