Issues and Challenges in Teacher Leadership

Kamaruzaman, Nor Lizana; Musa, Khalip; Hashim, Zahari

doi:10.47405/mjssh.v5i10.517

Cited by 2 publications

(3 citation statements)

References 41 publications

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“…Based on issues related to principals, it was found that there are principals who have little confidence in the role of teachers as teacher leaders (Kamaruzaman et al, 2020; Monjong and Fon, 2016; Ross et al, 2011). This situation may stem from the multiple and ambiguous issues related to the definitions of the concept of leadership (Cheung et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition, those school leaders who create a school culture that does not encourage teacher leadership have made teacher leadership difficult to implement (Durias, 2010; Flood and Angelle, 2017). The lack of a culture that supports the implementation of teacher leadership will definitely lead to teachers being reluctant or refusing to become teacher leaders (Abdul Shukor, 2012; Kamaruzaman et al, 2020). This is because some teachers and staff in the school have been accustomed to a concept of leadership that is attached to formal positions, which led to teachers who do not hold formal positions being less accepted as leaders by other teachers (Chew and Andrews, 2010; Friedman, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Among other issues that caused teachers to refuse to be appointed as teacher leaders in schools are related to the lack of time and teachers’ excessive workload (Durias, 2010; Hands, 2012; Kamaruzaman et al, 2020; Tahir et al, 2020). In this context, teachers are found to have heavy workloads that make it difficult for them to be teacher leaders in schools.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives

Tahir

Samah

Anis

et al. 2021

Management in Education

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Objective: The purpose of this study is to explore principals’ perspectives on the concept of teacher leadership, the strategies that they employed to support teacher leadership practice and the challenges and issues that principals faced while implementing teacher leadership. Methodology: This qualitative case study uses interview sessions with 10 purposely selected principals from various types of secondary schools. All schools are public schools that are administered and funded by the Ministry of Education, Malaysia. Findings: The study reveals that principals had a comprehensive understanding of the concept of teacher leadership; in fact, principals were able to list teacher leaders’ characteristics and provide definitions for the concept of teacher leadership. In exploring principals’ strategies to support teacher leadership practice, five themes emerged: developing future leaders, a mentoring programme, involving more teachers as teacher leaders, practising an ‘open door’ policy and providing more opportunities for teachers to offer mutual assistance. In terms of the challenges for teacher leadership practices, principals shared particular issues such as the unwillingness of teachers to become teacher leaders due to their heavy workloads and challenges in eading senior teachers. Significance: This study supplements the literature that explores teacher leadership within the Malaysian schooling context, which has hitherto been understudied. Thus, the concept of teacher leadership needs more in-depth investigation and evaluation to ascertain its suitability within Malaysia's educational system. For the Ministry of Education, this study notes some practical implications for improving teacher leadership in Malaysian schools.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives

Tahir

Samah

Anis

et al. 2021

Management in Education

View full text Add to dashboard Cite

show abstract

Analysing Factors Inhibiting Teacher Leadership Initiatives in Lesotho Secondary Schools

Sepiriti

2024

EUROPEAN J ED MANAGE

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Some secondary school principals are complaining about teachers’ reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers’ lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers’ attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

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Issues and Challenges in Teacher Leadership

Cited by 2 publications

References 41 publications

Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives

Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives

Analysing Factors Inhibiting Teacher Leadership Initiatives in Lesotho Secondary Schools

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