A Constructivist Case Study Methodology for Researching Leadership Practices in Under-Resourced Low-Fee Private Schools in Nepal

Studies on educational leadership have historically relied on models from well-funded environments. However, these models do not adequately represent leadership practices in schools with significant resource challenges. This deficiency is particularly noticeable in low-fee private schools in developing nations, which operate with limited funds, inadequate facilities, staff turnover, and high community demands. Understanding leadership in these environments requires a methodological approach that treats it as a socially constructed and contextually embedded process. This paper responds to the need for approaches that move beyond “one-size-fits-all” assumptions in leadership studies. It argues that exploring leadership in under-resourced schools requires depth, contextual sensitivity, and interpretive engagement with lived realities. Case study methodology is particularly well suited for this purpose, as it addresses “how” and “why” questions and allows for an in-depth exploration of contemporary phenomena within their real-life contexts, especially where boundaries between the phenomenon and its setting are not clearly distinguishable. Through a case study approach, leadership can be examined as it is practiced, negotiated, and reshaped within everyday school life. This enables a holistic understanding of how leadership interacts with structural constraints rather than being separated from them. The study adopts a constructivist qualitative case study design, drawing primarily on Merriam’s methodological framework while engaging critically with Yin and Stake. While Yin emphasises structured design logic and Stake foregrounds interpretive depth, Merriam provides a constructivist orientation that aligns closely with the aims of this research.