Main Article Content
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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References
- Aliakbari, M., & Sadeghi, A. (2014). Iranian teachers’ perceptions of teacher leadership practices in schools. Educational management administration & leadership, 42(4), 576-592. https://doi.org/10.1177/1741143213510500
- Angelle, P. S., & Dehart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NAASP Bulletin, 95(2), 141-160. https://doi.org/10.1177/0192636511415397
- Cheng, A. Y., & Szeto, E. (2016). Teacher leadership development and principal facilitation: Novice teachers’ perspectives. Teaching and Teacher Education,58,140-148. https://doi.org/10.1016/j.tate.2016.05.003
- Chien, C. W. (2018). Taiwanese elementary school English teachers’ perception of teacher leadership. Research in Education, 108(1), 46-61. https://doi.org/10.1177/0034523718809390
- Cosenza, M. N. (2015). Defining Teacher Leadership: Affirming the Teacher Leader Model Standards. Issues in teacher education, 24(2), 79-99.
- Grant, C., Gardner, K., Kajee, F., Moodley, R., & Somaroo, S. (2010). Teacher leadership: a survey analysis of KwaZulu-Natal teachers’ perceptions. South African Journal of Education, 30(3), 401-419. https://doi.org/10.15700/saje.v30n3a362
- Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility? . School leadership & management, 23(3), 313-324. https://doi.org/10.1080/1363243032000112801
- Jacobs, J., Gordon, S. P., & Solis, R. (2016). Critical issues in teacher leadership: A national look at teachers’ perception. Journal of School Leadership,26(3),374-406. https://doi.org/10.1177/105268461602600301
- Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
- Lai, E., & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change. Educational management administration & leadership, 43(5), 673-692. https://doi.org/10.1177/1741143214535742
- Margolis, J., & Huggins, K. S. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of School Leadership, 22(5),953-981. https://doi.org/105268461202200506
- Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational administration quarterly, 49(2), 310-347. https://doi.org/10.1177/0013161X12456700
- Nicolaidou, M. (2010). Do primary school teachers in Cypriot schools see themselves as leaders? Echoing practitioners’ voices on levers and barriers. Teacher development, 14(2), 225-239. https://doi.org/10.1080/13664530.2010.494503
- Olujuwon, T., & Perumal, J. (2014). Nigerian secondary school teachers’ perception towards teacher leadership. 58th Year Book on Teacher Education, 241-251.
- Phakiti, A., Costa, P. D., Plonsky, L., & Starfield, S. (2018). The palgrave handbook of applied linguistics research methodology. Springer.
- Ross, D., Adams, A., Bondy, E., Dana, N., Dodman, S., & Swain, C. (2011). Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program. Teaching and Teacher Education, 27(8), 1213-1222. https://doi.org/10.1016/j.tate.2011.06.005
- Sawalhi, R., & Chaaban, Y. (2019). Student teachers’ perspectives towards teacher leadership. International Journal of Leadership in Education,22(4),1-17. https://doi.org/10.1080/13603124.2019.1666430
- Schott, C., Roekel, H. V., & Tummers, L. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31, 1-24.
- https://doi.org/10.1016/j.edurev.2020.100352
- Sinha, S., & Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case stud. Teaching and Teacher Education, 63, 356-371. https://doi.org/10.1016/j.tate.2017.01.004
- Siti, I. A. (2011). Teacher leadership in improving the quality of teaching in a national secondary school in Shah Alam. Unpublished master thesis, Universiti Malaya, Kuala Lumpur.
- Struyve, C., Meredith, C., & Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15(2), 203-230. https://doi.org/10.1007/s10833-013-9226-5
- Szeto, E., & Cheng, A. Y. N. (2018). Principal-teacher interactions and teacher leadership development: Beginning teachers’ perspectives. International Journal of Leadership in Education, 21(3), 363-379. https://doi.org/10.1080/13603124.2016.1274785
- Vries, H. D., Bekkers, V., & Tummers, L. (2016). Innovation in the public sector: A systematic review and future research agenda. Public administration, 94(1), 146-166. https://doi.org/10.1111/padm.12209
- Zydziunaite, V., Kontrimiene, S., Ponomarenko, T., & Kaminskiene, L. (2020). Challenges in Teacher Leadership: Workload, Time Allocation, and Self-Esteem. European Journal of Contemporary Education, 9(4), 948-962.
References
Aliakbari, M., & Sadeghi, A. (2014). Iranian teachers’ perceptions of teacher leadership practices in schools. Educational management administration & leadership, 42(4), 576-592. https://doi.org/10.1177/1741143213510500
Angelle, P. S., & Dehart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NAASP Bulletin, 95(2), 141-160. https://doi.org/10.1177/0192636511415397
Cheng, A. Y., & Szeto, E. (2016). Teacher leadership development and principal facilitation: Novice teachers’ perspectives. Teaching and Teacher Education,58,140-148. https://doi.org/10.1016/j.tate.2016.05.003
Chien, C. W. (2018). Taiwanese elementary school English teachers’ perception of teacher leadership. Research in Education, 108(1), 46-61. https://doi.org/10.1177/0034523718809390
Cosenza, M. N. (2015). Defining Teacher Leadership: Affirming the Teacher Leader Model Standards. Issues in teacher education, 24(2), 79-99.
Grant, C., Gardner, K., Kajee, F., Moodley, R., & Somaroo, S. (2010). Teacher leadership: a survey analysis of KwaZulu-Natal teachers’ perceptions. South African Journal of Education, 30(3), 401-419. https://doi.org/10.15700/saje.v30n3a362
Harris, A. (2003). Teacher leadership as distributed leadership: heresy, fantasy or possibility? . School leadership & management, 23(3), 313-324. https://doi.org/10.1080/1363243032000112801
Jacobs, J., Gordon, S. P., & Solis, R. (2016). Critical issues in teacher leadership: A national look at teachers’ perception. Journal of School Leadership,26(3),374-406. https://doi.org/10.1177/105268461602600301
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
Lai, E., & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change. Educational management administration & leadership, 43(5), 673-692. https://doi.org/10.1177/1741143214535742
Margolis, J., & Huggins, K. S. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of School Leadership, 22(5),953-981. https://doi.org/105268461202200506
Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational administration quarterly, 49(2), 310-347. https://doi.org/10.1177/0013161X12456700
Nicolaidou, M. (2010). Do primary school teachers in Cypriot schools see themselves as leaders? Echoing practitioners’ voices on levers and barriers. Teacher development, 14(2), 225-239. https://doi.org/10.1080/13664530.2010.494503
Olujuwon, T., & Perumal, J. (2014). Nigerian secondary school teachers’ perception towards teacher leadership. 58th Year Book on Teacher Education, 241-251.
Phakiti, A., Costa, P. D., Plonsky, L., & Starfield, S. (2018). The palgrave handbook of applied linguistics research methodology. Springer.
Ross, D., Adams, A., Bondy, E., Dana, N., Dodman, S., & Swain, C. (2011). Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program. Teaching and Teacher Education, 27(8), 1213-1222. https://doi.org/10.1016/j.tate.2011.06.005
Sawalhi, R., & Chaaban, Y. (2019). Student teachers’ perspectives towards teacher leadership. International Journal of Leadership in Education,22(4),1-17. https://doi.org/10.1080/13603124.2019.1666430
Schott, C., Roekel, H. V., & Tummers, L. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31, 1-24.
https://doi.org/10.1016/j.edurev.2020.100352
Sinha, S., & Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case stud. Teaching and Teacher Education, 63, 356-371. https://doi.org/10.1016/j.tate.2017.01.004
Siti, I. A. (2011). Teacher leadership in improving the quality of teaching in a national secondary school in Shah Alam. Unpublished master thesis, Universiti Malaya, Kuala Lumpur.
Struyve, C., Meredith, C., & Gielen, S. (2014). Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools. Journal of Educational Change, 15(2), 203-230. https://doi.org/10.1007/s10833-013-9226-5
Szeto, E., & Cheng, A. Y. N. (2018). Principal-teacher interactions and teacher leadership development: Beginning teachers’ perspectives. International Journal of Leadership in Education, 21(3), 363-379. https://doi.org/10.1080/13603124.2016.1274785
Vries, H. D., Bekkers, V., & Tummers, L. (2016). Innovation in the public sector: A systematic review and future research agenda. Public administration, 94(1), 146-166. https://doi.org/10.1111/padm.12209
Zydziunaite, V., Kontrimiene, S., Ponomarenko, T., & Kaminskiene, L. (2020). Challenges in Teacher Leadership: Workload, Time Allocation, and Self-Esteem. European Journal of Contemporary Education, 9(4), 948-962.