Abstract

Nepali institutional schools are considered as good performing institutions based on their academic performance. For the school performance, principal's leadership role is pertinent. The objective of this study was to examine three leadership behaviors of Full Range of Leadership: transformational, transactional and laissez-faire leadership in order to find their effect on student learning achievement. The data, using leadership survey questionnaire, were collected from 121 schools of three districts across the country. The findings yielded from the statistical analysis show that the principals exhibit higher level of transformational leadership as compared to transactional leadership and laissez-faire leadership. Both transformational and transactional leadership behaviors were significant predictors of student learning achievement. Relatively, principals' transactional leadership was more effective.