How Can a Values-Based Leadership Intervention Improve Distributed, Ethical, and Participatory Leadership in Class IX at Yangchenphug Higher Secondary School?

Abstract

This study examines how a values-based leadership (VBL) intervention can enhance student engagement, ethical responsibility, collaboration, and agency in Bhutanese secondary classrooms. Conducted over five weeks with Class IX students at Yangchenphug Higher Secondary School (YHSS), Thimphu, the study employed a qualitative action-research design guided by the Think–Try–Check (TTC) cycle. An insider–outsider partnership involving school leadership and an external advisor co-designed and implemented the intervention to ensure contextual relevance and theoretical rigor. Data were collected using three complementary tools: baseline survey- daily observation logs (student leadership journals), focus group discussions. Thematic analysis, triangulation, and member checking enhanced trustworthiness. Findings indicated improvements in five themes: active engagement, collaborative learning, student agency, ethical responsibility, and GNH-aligned leadership. Students participated more readily when given structured leadership roles, demonstrated greater collaboration and equitable participation, reported increased confidence in proposing ideas and making classroom decisions, and increasingly practised fairness, respect, and conflict resolution. Teachers also reported a shift from control-oriented to facilitative and distributed leadership. Limitations include the single-site context, five-week duration, and predominantly qualitative evidence. The study recommends scaling the intervention, integrating quantitative indicators, and providing sustained professional development. Overall, VBL demonstrates potential to bridge policy aspirations and classroom realities by cultivating competence with conscience in Bhutanese education.