Abstract
The purpose of this study was to lay the foundations of a conceptual model of the role dimensions of teacher leaders within the Lebanese private school context. Besides, the study aimed at distinguishing the prime architects of teacher leadership in such a context, highlighting the critical issues confronting its nourishment and development. The study was conducted in 59 schools in Beirut, Lebanon (approximately 60% of the city schools). Data was derived using a questionnaire completed by 2950 teachers, where its quantitative data was analyzed using SPSS 18.0 and its qualitative data was treated with the help of NVivo 7.0. Findings indicate that subject leaders’ role is far more critical than that of school principals in inaugurating and cultivating teacher leadership. Another finding proposes that the roles attributed to teacher leaders within the Lebanese private school context match the international listing, yet additional roles are also suggested. Finally, evidence gathered indicate that teachers considered finding ‘time’ to practice leadership is the most crucial element for teacher leadership development in schools. This is besides securing a culture of trust and respect and where effective professional development is secured.
Highlights
Restructuring, changing governance structures, responding to community influences, becoming more accountable, raising the standards for content knowledge and performance, promoting educational reform, and emphasizing efficiency in student learning are among the several titles that appear in the literature
Several important findings can be concluded from this study
The third important finding of this study includes the factors that were enlisted by teachers as premises for teacher leadership development in schools
Summary
Restructuring, changing governance structures, responding to community influences, becoming more accountable, raising the standards for content knowledge and performance, promoting educational reform, and emphasizing efficiency in student learning are among the several titles that appear in the literature. Such titles call schools to change in order to be able to face challenges confronting them and meet societal demands. Teachers should be able to influence decision-making at the level of the subjects that they teach and at the whole school level. The rationale behind teacher leadership springs from the fact that teachers are in the best positions to take meaningful and critical decisions as they are in daily-contacts with learners, curricula, assessment and instruction
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