Lived Experiences of Middle Level Leaders in the Nepali Institutional Schools
Keywords:middle level leaders, lived experience, phenomenology, educational leadership
This paper explicates the contextually embedded meaning of being middle level leaders in the Nepali institutional schools. Using in-depth interview and protocol writing as the means of data generation, this article unearths the experience of three middle level leaders. Distributed leadership theory (Spillane, 2006) and its constructs of leadership plus aspect and leadership practice aspect provide the theoretical lens to unveil the myths and realities of being middle level leaders. All three participants shared their common acknowledgement about the significance and sensitivity of middle level leadership roles for school administration and effectiveness. Individual essence of being a middle level leader was contingent on the very context where they worked. Their feelings of being relegated and marginalized, helplessness or high exhilaration were subjects to the contextual reality.