Inspirational Leadership Among Teachers: An Explanatory Sequential Mixed-Methods Study in the School Setting of Nepal

Authors

  • Milan Shrestha Graduate School of Education Tribhuvan University, Kirtipur, Nepal

DOI:

https://doi.org/10.51474/jer.v12i1.595

Keywords:

Intellectual stimulation; Managing impression; Meaning-making; Moulding follower's expectation

Abstract

Inspirational Leadership (IL) is pivotal in the spaces of educational leadership to inspire and motivate teachers to achieve organisational goals. Concerning it, this study intends to explore the existence of inspirational leadership among teachers of Bagmati Province. For this purpose, this study employed explanatory sequential mixed method design, a cross-sectional survey in Quan strands and narrative inquiry in Qual strands. The data in the Quan and Qual strands were gathered via survey questionnaires from 502 respondents and in-depth interviews from four participants, respectively. The collected Quan data were carried out to assess the levels of inspirational leadership and their dimensions (Intellectual stimulation, envisioning, managing impression, moulding follower’s expectations) as high levels due to the presence of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. However, meaning-making as one of the dimensions of inspirational leadership is recognised as a very high level of supportive relationships, appreciative and innovative culture, critical thinking, and emotional attachment among school teachers. Furthermore, the social exchange relations also inspired teachers to perform their job. So the high level of inspirational leadership assists teachers in achieving high job productivity in their school.

Downloads

Published

2022-06-15

How to Cite

Shrestha, M. . (2022). Inspirational Leadership Among Teachers: An Explanatory Sequential Mixed-Methods Study in the School Setting of Nepal. Journal of Education and Research, 12(1), 87-113. https://doi.org/10.51474/jer.v12i1.595

Issue

Section

Articles