Pedagogical Leadership in Bhutanese Schools

Tandin Wangdi

doi:10.36948/ijfmr.2026.v08i03.77565

Pedagogical Leadership in Bhutanese Schools

Author(s)	Mr. Tandin Wangdi
Country	Bhutan
Abstract	This study investigates the decentralization of pedagogical leadership and its enactment as praxis within Bhutanese schools, with a specific focus on Chapcha Middle Secondary School in Chhukha Dzongkhag. Grounded in contemporary theories of distributed leadership and pedagogical praxis, the research addresses the gap between policy intentions and school-level leadership practices. A mixed-methods research design was employed, integrating quantitative data from survey questionnaires administered to 26 school principals with qualitative insights from semi-structured interviews with 8 teachers and focus group discussions involving 16 students. The findings reveal that pedagogical leadership practices are implemented at a very high level, with strong emphasis on instructional improvement, professional development, and collaborative engagement. Decentralization of leadership was also rated highly, indicating that teachers are actively involved in decision-making processes and instructional leadership roles. Furthermore, the study highlights that pedagogical praxis characterized by reflective practice, collaboration, and innovation is well embedded in the school culture, although inconsistencies in structured reflection remain. Importantly, the results demonstrate a significant positive relationship between decentralized leadership practices and improvements in teaching quality and student learning outcomes. Students reported increased engagement through learner-centered strategies, while teachers emphasized the role of leadership in fostering professional growth and instructional innovation. The study contributes to the limited empirical literature on educational leadership in Bhutan and provides evidence based insights for strengthening pedagogical leadership through collaborative and reflective practices.
Keywords	pedagogical leadership, distributed leadership, praxis, Bhutan, instructional leadership, teacher collaboration.
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-06
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.77565

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Pedagogical Leadership in Bhutanese Schools

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