Exploring Leadership in the Frame of Prescriptions and Systemic Expectations: A Case of Government Boys Secondary School in Delhi

Abstract

The words autonomy, power and leadership have always been debated, especially when it comes to government setup where roles and responsibilities largely are top-down. The article explores leadership practices and autonomy exercised by the school leader within the frame of prescribed roles and responsibilities and accountability structures. The study is a case of Government Secondary School in Delhi, India, and follows a qualitative research design. Document analysis for studying the prescribed roles, and ‘shadowing of principal’ to understand the practiced roles, were the key aspects of research design. The article takes a dig at the prescribed roles and responsibilities that limit the school leader to being an administrative head. It further makes a case wherein the school leader, through the creative use of leadership agency, redefines school leadership as an action to influence quality of teaching–learning at school rather than a bureaucratised position that manages the day-to-day affairs.