The Emergence of Teacher Leadership in TESOL: An Exploratory Study of English Language Teachers as Teacher Leaders in the Saudi EFL Context

Sayyed Rashid Ali Shah

doi:10.31578/jebs.v5i1.196

Abstract

As part of a larger qualitative case study, this article explores the notion of teacher leadership in English as a Foreign Language (EFL) context and a higher educational institution in Saudi Arabia. Twelve EFL teacher leaders were interviewed to understand their perceptions of teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and opened-ended questionnaires, and analysed using NVivo10. Data analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that represent the EFL teacher-leaders’ perceptions of their leadership practices and roles at the English Language Institute (ELI). The findings reveal that teacher leadership is a novel concept at the ELI and teacher leaders operate in hierarchical leadership structures. However, their wide range of leadership roles, both instructional and operational match with the three historical waves of teacher leadership (Silva, Gimbert & Nolan, 2000) in the US context. The impact of hierarchical structures on teacher leadership practices is evidently found as EFL teacher leaders encounter various difficulties, such as heavy administrative workload and lack of autonomy. Nevertheless, their shared leadership practices within the groups help them deal with these challenges.

Highlights

The increasing professional demands of educational institutions have led to the rise of the phenomenon of teacher leadership, a “process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement” (Katzenmeyer & Moller, 2009, p. 288)
This study offers an opportunity for ELT professional as English as a Foreign Language (EFL) teacher leaders to share their perceptions of the concept of teacher leadership and the nature of leadership practices in an EFL context
The findings illustrate the perceptions of EFL teachers about teacher leadership and their leadership roles at the English Language Institute (ELI)

Summary

Introduction

The increasing professional demands of educational institutions have led to the rise of the phenomenon of teacher leadership, a “process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement” (Katzenmeyer & Moller, 2009, p. 288). Largely in western contexts, the process of teacher leadership empowers teachers to affect change in their schools and perform a variety of leadership roles Going beyond their pedagogical responsibilities, teacher leaders think of the achievement of their learners, but of the success of their schools as well. Teacher leadership roles, such as curriculum coordinator, subject specialist, mentor and teacher trainers, are considered crucial to school development due to the teacher leaders’ ability to undertake major tasks, influence changes and reforms, and serve as a bridge between the top leadership and fellow teachers. This study offers an opportunity for ELT professional as EFL teacher leaders to share their perceptions of the concept of teacher leadership and the nature of leadership practices in an EFL context

Objectives

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Discussion

Conclusion