Media Literacy among Head Teachers: A Case of Community Schools in Kathmandu Valley

Abstract

Media literacy in education seeks productivity in academic institutions that goes with the personal well-being of the headteacher, teachers, and other staff members. A thorough study was needed to measure the level of media literacy among the headteachers of community schools of Nepal and examine the relationship between their communication behavior and the media literacy they were aware of. In this regard, the major research question of the study was concerned to identifying (1) the level of media literacy of headteachers, (2) difference in media literacy across the headteachers' personal characteristics and school-related variables, and (3) media literacy of headteachers' contribution to their communication behaviour to the teachers and staff members. In this study, the demographic variables (gender, ethnicity, age, marital status, academic qualification, teaching experience, and training) were considered to achieve the expected outcomes. The population of this study was all 295-secondary level headteachers of community schools of Kathmandu valley. The sample size was identified by using a formula, and the questionnaires were distributed randomly to the sample of 100 head teachers from Kathmandu, 46 from Lalitpur, and 24 from Bhaktapur Districts. Before the distribution of the questionnaire, it was piloted. The collected data were analyzed by inferential statistics. Reliability, validity, and ethics were considered in each stage of research. The findings of this study revealed that headteachers were not aware enough of the influence of Media on their job in general. There was a positive relationship between media literacy and communication behavior among them. Likewise, female head teachers felt themselves being recognized, and they had a good relationship with colleagues. Similarly, the more the age of headteachers was, the more they were not literate about media. It also came with findings that higher the qualification of head teachers, they were more literate with media. Similarly, trained head teachers were more communicative with the subordinates and students. Thus, headteachers’ communication behavior was more influenced by media literacy. The study suggests the headteachers to constructively engage in building their schools. They can develop a social network that can be an avenue to get recognition, which in turn, can communicate properly with schools’ stakeholders including teachers, guardians, and students to learn from each other. The network interplays with autonomy in their decision-making process and supports the headteachers to carry out all job-related programs. Therefore, the study suggests that the stakeholders of the school can think over knowledge development and autonomy along with the media literacy of headteachers to explore any issue openly, engage them meaningfully, and to communicate effectively for quality improvement of community schools.