The Turnaround Principal: A Case Study in Relational Leadership

N.S. Dissanayake and T.W.V. Indigahawal
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N.S. Dissanayake: Lecturer, Professional Development Centre for Teachers, Kurunegala.(Ministry of Education)
T.W.V. Indigahawal: Senior Lecturer, Department of Social Science, Faculty of Education, University of Colombo.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 26, 9531-9540

Abstract: This chapter presents a qualitative case study on the unique leadership practices of a principal who transformed a struggling rural primary school in a low-income farming community. Previously on the verge of closure with an enrollment of fewer than 20 students, the school experienced a dramatic and sustained increase in student enrollment, reaching a stable population of 300. Through in-depth interviews and document analysis, this study examines how the principal's specific relational and community-centric leadership style not only saved the school but also built lasting trust and collaboration among parents and teachers. The chapter argues that this principal's success was rooted in a deeply empathetic and embedded leadership approach, offering a new framework for understanding effective leadership in small, rural educational settings that challenges traditional, top-down models. This study utilizes a qualitative case study methodology, drawing on semi-structured interviews with the principal, teachers, and parents, as well as an analysis of school documents. The findings reveal that the principal's initial focus on building genuine trust and confidence through personal outreach and an open-door policy was the foundational step in the school's revitalization. This relational approach was coupled with the implementation of innovative, holistic programs, including those for improving academic performance and extracurricular activities, as well as unique initiatives focused on student well-being (e.g., mindfulness) and the educational development of parents. By empowering all stakeholders as active partners, the principal created a vibrant school culture that directly contributed to the dramatic increase in student enrollment and a positive shift in community perception. The chapter culminates in the proposal of a new theoretical framework, embedded relational leadership, which suggests that effective leadership in marginalized communities is profoundly shaped by a leader's ability to become an integral, trusted member of that community, rather than a top-down manager.

Date: 2025
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