Some interviewees confused the definition of teacher leadership with its importance and impact. All interviewees agreed that teacher leadership was important, and when I asked them to elaborate, all of them stated that it is important to student
achievement and to everything stakeholders do to enhance teaching and learning in
12In Egypt (and other Arab countries), it was customary to collect a certain amount of money, e.g. 1000
QR, from a few teachers monthly, and each teacher in turn received the money for the next 10 months. They called it Jameiyeh )ةيعمج . (
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schools. Three teachers in three different schools used the word octopus to describe teacher leaders’ ability to handle multiple tasks at once. One stated:
‘Teacher leaders are like an octopus: they multitask, and they try to change and develop many things in schools and outside schools’.
Their comments also supported the notion that teacher leaders are necessary for school improvement as well as being learners themselves and educating others:
‘We need teacher leaders in schools to be role models in implementing strategies effectively and spreading new ideas. The teachers who are now in leadership
positions are not there because they know everything. They are also teacher learners; they are brave and try new things. They want to see improvements for everyone at all levels and they are willing to do the work’.
‘Teacher leaders should be good thieves. Yes, I know, they need to steal any idea, even if it is not related directly to their work, and utilise it in their context in a creative way’.
‘Teacher leaders do not only suggest new ideas, they give a clear proposal and lead the implementation’.
‘Teacher leaders go beyond school walls; they are leaders even in the street and the neighbourhood’.
‘Teacher leaders not only increase student achievement, they instil values and form good character’.
All the teachers gave great examples of how they influenced students and parents. For instance, one teacher helped a low-achieving child from a divorced family become one of the highest achievers. After 15 years, this student invited the teacher to his wedding and told her that she was his other mother.
Many examples were given showing how teacher leadership had a positive impact on teachers practising leadership of themselves.
‘Everything has changed. I have become more confident and able to deal with people and manage different situations’.
‘My mother says, “I do not know how they selected you for this task. They should see you at home!” Yes, she still sees me as that young girl with no experience’. I have found that this last comment is so true in our daily lives; people tend to see the old version of one another and do not update their perspectives. This requires school leaders and other staff to be open-minded and not judge a book by its cover,
especially when recognising others’ abilities as they change and potentially develop over time. We change on a daily basis, but we do not see these minor changes that affect the way we behave or the decisions we make.
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In listing the positive aspects of teacher leadership, no one made a direct link to student achievement. However, eight interviewees mentioned that teacher leadership could have a negative impact if the teacher leader had one or more of the following points:
Lack of a clear vision
‘Those teachers could harm the whole community if their vision is not good, intentionally or not’.
‘I have seen some teachers who influence others and work hard, but they are guiding others in the wrong direction and their objectives are not clear’.
Many teachers shared examples of incidents that occurred during the reform, when school leaders (principals, vice principals and subject coordinators) gave them a choice to select and design the curriculum, plan for the school and select
programmes. However, this negatively affected student and teacher performance because those leaders did not have a clear vision. Although I agree with their examples, I find having leaders who do not have clear vision frightening, as not all teachers are used to reflecting and criticising or even have the courage to discuss the plans and information given to them.
Distraction from their main tasks
‘Teachers will not be able to perform their main tasks and may decline tasks if they are blamed for not performing well’.
‘Yes, teacher leadership has a positive impact. Students will increase their achievement, but on a negative note, he/she will be distracted from the main tasks and responsibilities’.
Although other teachers mentioned that teacher leaders are like octopuses, this could be linked to teachers’ personalities or the tasks given to them. There might be a different outcome, depending on the individuals and the circumstances under which the tasks are administered.
Lack of qualification to complete the required tasks
‘Positive – if they love the work. Negative – if they are doing the task for the first time and have minimal support or lack of training’.
‘Others may become jealous and do not know how much support you need to carry out leadership role tasks. Even if you have done it before, there is always a new context to learn and new members to relay the information to. There is also the importance of knowing the right terminology’.
Interviewees gave examples of how a teacher might be qualified enough for a specific task in one context, but the same teacher might not be able to complete a
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similar task in a different context. Note that many expatriates participated in this study, and they highlighted that settling into a new city could make a difference. However, a new context can even be in the same school, but with different team members or a new set of tasks. Some people may assume that it is the same, but it is a different context and requires induction, training and support.
Incitement of competition among other staff or feelings of inability to cope with
the teacher leaders’ efforts due to his/her performance
‘It is clear that teacher leaders will improve their performance, the students, colleagues and the whole school, but their efforts could be considered negative if their standards are too high and no one agrees to work with them’.
‘I was offered the position of vice principal but refused because I was afraid I would be blamed, the achievement would not be as I expected or my colleagues would refuse to help me’.
These comments varied because they were just feelings and the teachers who shared them were not facing their fears. Contrary to their statements, their colleagues might have helped and supported them as some interviewees worked in the same team of those who gave the comments. In addition, they may have lacked understanding of the situation; this was especially true for one example, when the previous
coordinator was supposed to become a member of the same team she had led. Selection of a less qualified or less ideal candidate that leads to loss of trust in
school leadership selection
Interviewees gave many examples of poor leadership selection, especially when the educational reform was launched in Qatar and unqualified teachers were selected to lead departments or even lead teams or execute new tasks. This might have happened for many reasons, such as a lack of principal experience or because principals
selected their friends, as some interviewees mentioned. More about this point is presented in Principal Support of teacher leaders (see below). Here, I offer two examples of such a situation:
‘Teacher leaders have a positive impact as role models and it can be negative when there is antagonism, anxiety and competition with others’.
‘Yes, teachers might lose trust if someone unqualified is selected, and they will try to do things in front of the principal just to show off’.
In saying that, all of the interviewees agreed that teacher leaders enhance the schools’ reputation and that schools will be known for having even one effective teacher leader. The impact of teacher leaders will be noticed in many areas, e.g. student achievement, student behaviour, teaching and learning strategies, dealing with parents, community service and articulating schools’ visions.
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This section showed that there was no agreement about defining teacher leadership or teacher leader. All interviewees agreed that being an excellent teacher in terms of instructional practices did not equal teacher leadership, as personal and
communication skills were also required. All agreed that teacher leaders improve the school and their colleagues but highlighted the potential for negative impact of various kinds.