Exploring teacher leadership: A study of leadership practices among TESOL professionals in the Arab world
Abstract
This exploratory study delves into the concept of teacher leadership within the Teaching of English to Speakers of Other Languages (TESOL) context in Qatar. It investigates the strategies employed by TESOL professionals to enhance their leadership practices and identifies factors influencing the realization of teacher leadership in this particular setting. Utilizing an interpretive approach, the study employs semi-structured interviews to collect qualitative data from TESOL professionals serving as teacher leaders in five different universities in Qatar. The findings reveal several strategies employed by teacher leaders to enhance their practices, including collaborative team efforts, maintenance of reflective diaries, participation in international conferences, attendance at professional development courses, and volunteering as editors and reviewers. These strategies support teacher leaders in their roles, facilitating on-the-job learning and keeping them abreast of new developments in English Language Teaching (ELT). The study also uncovers various factors that negatively impact teacher leaders’ practices. These include a lack of professional autonomy, the absence of teachers’ voices in the decision-making process, increased workload and accountability, and a lack of trust and support. Inadequate professional development opportunities and lower levels of intrinsic motivation hinder teacher leaders from developing leadership skills, acquiring knowledge, and shaping a strong leadership identity.
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