Abstract

The presentation is based on case study of a government school in a metropolitan city in northern part of India. The school is located in a neighbourhood where most families had low income, little or no formal education and often had difficult family situation. For several years there was high drop-out rate and high failure rate among students. The case documents the situation wherein a new principal takes charge and within three years the drop rate of children in school reduces considerably and outcome in the state conducted examination in grade X and XII improves and children receive recognition for excelling in sports and co-curricular activities. This trend stabilizes and improves over the year. The main factor in this transformation is the role of the principal in motivating the team members, establishing practices which encourage teaching and learning, involving teachers to think about ways to address the issues concerning children and school, reaching out to children and their families so that in spite problems at home the learning of child do not suffer and helping children to take ownership for their own learning in school. Data collected with interviews from principal, teachers and children was triangulated with school records. Insights from the case study are drawn to understand the role of a school leader in transforming the school, catering to population of first generation learner from economically low income group. Implications for school leaders, and practioners and researchers are highlighted.