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

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lokman Mohd Tahir, N. Samah, Siti Nisrin Mohd Anis, Mohd Fadzli Ali
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引用次数: 0

Abstract

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.
马来西亚学校实施教师领导力:中学校长视角的探索
目的:本研究旨在探讨校长对教师领导力概念的看法、他们支持教师领导力实践的策略以及校长在实施教师领导力时面临的挑战和问题。方法:这项定性案例研究采用访谈的方式,从不同类型的中学中特意挑选了10位校长。所有学校都是由马来西亚教育部管理和资助的公立学校。研究发现:校长对教师领导的概念有全面的认识;事实上,校长能够列出教师领导的特征,并为教师领导的概念提供定义。在探索校长支持教师领导实践的策略时,出现了五个主题:培养未来的领导者、辅导计划、让更多的教师成为教师领导者、实施“门户开放”政策以及为教师提供更多互助机会。在教师领导实践面临的挑战方面,校长们分享了一些特殊的问题,如教师由于工作量大而不愿成为教师领导,以及在领导高级教师方面面临的挑战。意义:本研究补充了迄今为止研究不足的马来西亚学校教育背景下教师领导力的文献。因此,教师领导力的概念需要更深入的调查和评估,以确定其在马来西亚教育体系中的适用性。对于教育部来说,这项研究指出了提高马来西亚学校教师领导力的一些实际意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Management in Education
Management in Education Social Sciences-Education
CiteScore
3.00
自引率
7.70%
发文量
28
期刊介绍: Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.
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