Transformative teacher leadership experiences in schools in creating an innovative educational culture: The case of Lithuania

Abstract

The importance of teacher leaders has been increasingly emphasized in innovative educational practices. In this study, we present the experiences of innovative teacher leaders (N = 10) in Lithuania. The sample of respondents is qualitative-purposive. Teachers who have been awarded for their innovative practice took part in the study. In addition, teachers nominated by their school communities as innovative educators who are making a difference in their schools were also included. The data analyzed by the method of critical analysis of qualitative research discourse will help the reader understand what helps teacher leaders develop innovative educational culture practices. Additionally, the data reveal how teacher leaders themselves understand leadership, which motivates them to work innovatively. We found that innovative teachers in Lithuania perceive the phenomenon of transformational leadership in four categories, namely: attention to others, initiating change, community building, development, and improvement. The participants in the study also described the meaning of innovative teacher behavior, which is revealed in the analysis of two categories: quality of education and educational change. The third component, innovative organizational culture, was discussed by presenting teachers’ insights on three categories: planning, implementation, and motivation. Teacher leaders support, create and nurture a culture of innovation by motivating and encouraging their colleagues to improve. The findings of this study are useful for school communities wanting to make changes, as they provide answers to what motivates teachers to change their practices and to mobilise other educators for common goals.