A Study of Educational Leaders` Strategies for Enhancing the Quality of Teaching and Learning in the Public Schools in Madhesh Province, Nepal

Abstract

This study examined the strategies employed by educational leaders in public schools in Nepal to enhance the quality of teaching and learning environments and students’ outcomes. It also discusses the challenges they face in implementing these strategies. The research design followed the qualitative method and used the semi-structured interview as the data collection tool. Six participants were selected for the interview through snowball sampling, and interviews were conducted individually via Zoom. This study used a transformational and instructional leadership theoretical lens to analyse the data. Based on the analysis of narratives, the educational leadership strategies employed by the educational leaders appear to be in enhancing the school's academic climate, students' performance, teachers’ professional development, and maintaining a harmonious atmosphere of communities. For example, collaborative strategies among school members, parents, and stakeholders have helped develop the school's instructional program. Similarly, student-centred and personalized learning, inclusive and equity-focused intervention, and extracurricular activities strategies have increased students’ achievement and livelihood skills. However, educational leaders have faced significant challenges, such as financial and resource constraints, political challenges, technological challenges, lack of parental support, and sociocultural challenges. These challenges have influenced educational leaders to conduct the school activities smoothly, and students have been deprived of a quality education.