Nepal is a surreal land of stunning Himalayas, Eastern mystics, and human civilisation rich in culture, traditions, and architecture. In the country, Hindu values have been predominant in shaping people's lives, including respect for schooling education. People are keen to manage schooling education through community effort by joining School Management Committees. After the implementation of Nepal’s 2015 Constitution, public schools came under the jurisdiction and management of local governments. As a local in Lalitpur, Nepal, a Hindu believer, and a former public-school teacher and administrative assistant, I became interested in researching how people’s local values and the influence of politics build public school governance. My curiosity was further driven by the literature review related to school governance in Nepal where I found limited research and scholarship of areas such as the adoption of Hindu cultural values in school governance in secular Nepal, and the exercise of power to bring about positive reforms in school management. I formulated the research questions: What cultural and social values of groups and communities in Lalitpur encourage working for school governance? How do political influences shape group and community involvement in school governance in Lalitpur? For my methodology, I choose narrative research, which lies within a social constructionist worldview whereby social reality is conceived as the co-creation of human relations and interactions. I used in-depth interviews and observations of participant engagement related to school governance, during which I interviewed 43 participants involved in school-communities and local governments in Lalitpur. These schools were situated in three local government units in urban, semi-urban, and rural areas with diverse geographies and socio-cultural settings. I developed a method of thematic analysis to interpret the participants’ stories by referencing Localism-Eastern Philosophy and New Public Management-Global Governance theories. I found that Hinduism connected Nepali communities and schools through religious sentiments and made the school environments sacred and peaceful. People’s culture of care prepared the foundation for establishing and developing schools in Nepali communities. This caring culture has been passed on as a philanthropic value to the present generation, which aligns with the karma theory in Hinduism. Concerning the political influences in school governance, exercise of power has brought knowledgeable people into SMCs to contribute to the managerial reforms and has facilitated decentralised school governance through local governments. Findings show that locals with conservative values and some stakeholders in schools have misused political authority to take benefits and hinder the growth of school education. Decentralised education governance is a new practice in Nepal, and in 2025 the country is in a federal transition stage. New education policies are being developed, and my research findings support the establishment of policies that incorporate people’s values and the exercise of political authority and power.