Perceptions of Teachers About Teacher Leadership: A Systematic Literature Review

Authors

  • Kamran Akhtar Siddiqui Lecturer, Department of Mathematics and Social Sciences Sukkur IBA University, Sukkur, Pakistan
  • Zulfiqar Ali Chachar Lecturer, Department of Mathematics and Social Sciences Sukkur IBA University, Sukkur, Pakistan
  • Zuhaib Zafar Research Scholar, Jiangsu University, China
  • Masood Ahmed Dool Research Scholar, Department of Education, Sukkur IBA University, Sukkur, Pakistan
  • Akash Kumar Research Scholar, Department of Education, Sukkur IBA University, Sukkur, Pakistan

DOI:

https://doi.org/10.52634/mier/2021/v11/i2/1766

Keywords:

Leadership, Teacher Leadership, Teachers Perception, Literature Review

Abstract

Teacher leadership is pivotal for the development of educational institutions. However, teachers’ perceptions about teacher leadership have been under explored. In this study, the researchers review sixteen studies conducted in the USA, South Africa and other European, Asian, and Middle Eastern countries. Four themes emerged after analysis of the texts: perceptions of teachers about teacher leadership practices, factors influencing teacher leadership, teacher leadership development, and barriers to teacher leadership. Results show that teacher leaders are engaged in mentoring teachers, coordinating with administration, curriculum development and implementation, and subject matter development. The physical environment of the school, teachers’ age, experience, qualification, and support from the administration also influences teachers’ perceptions about teacher leadership. Teacher leadership development is influenced by teachers’ own beliefs, principals’ support and teachers’ professional development. Some barriers to teacher leadership are also discussed in this paper.

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Published

2021-11-19

How to Cite

Siddiqui, K. A., Chachar, Z. A., Zafar, Z. . ., Dool, M. A. ., & Kumar, A. . (2021). Perceptions of Teachers About Teacher Leadership: A Systematic Literature Review. MIER Journal of Educational Studies Trends and Practices, 11(2), 236–251. https://doi.org/10.52634/mier/2021/v11/i2/1766

Issue

Volume 11, Issue 2, November 2021

Section

Articles

License

Copyright (c) 2021 Kamran Akhtar Siddiqui, Zulfiqar Ali Chachar, Zuhaib Zafar, Masood Ahmed Dool, Akash Kumar

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