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All Journal PPSDP International Journal of Education
Shiv Ram Pandey
Gramin Adarsha Multiple Campus, Tarkeshwor, Kathmandu, TU, Nepal
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Leadership Challenges and Opportunities of English Language Teaching Managers Shiv Ram Pandey; Suprima Pandey
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.542

Abstract

This study explores the leadership challenges and opportunities faced by English Language Teaching (ELT) managers in Nepal. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with 12 participants, including teachers, head teachers, department heads, and resource persons from Kathmandu and Lalitpur districts. Analysis revealed nine core challenges, termed the ‘9Ms’ Management, Motivation, Material, Machine, Method, Medium, Manpower, Money, and Minute. Despite these challenges, leadership opportunities such as professional development, team collaboration, and innovation emerged. Findings offer insights into leadership development for ELT managers in developing contexts and inform strategies for systemic improvement.
Teacher Motivation and Learner Motivation in Sustainable Education: A Review of Intrinsic and Extrinsic Factors in Nepal Shiv Ram Pandey; Julie Simon Macariola; Atul Kumar; Prodhan Mahbub Ibna Seraj; Syeda Tehreem Fatima
PPSDP International Journal of Education Vol. 5 No. 2 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i2.923

Abstract

Teacher motivation is widely recognized as a key condition for quality instruction and sustainable education. This study examines the relationship between teacher motivation and learner motivation, focusing on intrinsic and extrinsic factors that influence classroom performance. The study is based on a review of literature and policy documents on teacher motivation in Nepal, complemented by qualitative analysis of existing empirical studies. Findings indicate that intrinsic factors such as self-realization, competence, recognition, and interpersonal relationships are stronger predictors of teacher performance than extrinsic factors such as salary and promotion. Motivated teachers are more likely to create engaging learning environments, sustain learner motivation, and support sustainable education goals. However, demotivating conditions including low pay, poor working conditions, limited professional development, and weak leadership continue to constrain teacher effectiveness in Nepal. The study argues that sustainable education requires systematic attention to both intrinsic and extrinsic motivation through supportive leadership, fair compensation, professional development, and recognition. The findings have implications for policymakers, school leaders, and teacher educators seeking to strengthen motivation for quality education.
Co-Authors Atul Kumar Julie Simon Macariola Prodhan Mahbub Ibna Seraj Suprima Pandey Syeda Tehreem Fatima