Logo PTI Logo icrmat

Proceedings of the 2022 International Conference on Research in Management & Technovation

Annals of Computer Science and Information Systems, Volume 34

The role of teacher leaders in language classrooms: a case study in National Academy of Education Management, Vietnam

,

DOI: http://dx.doi.org/10.15439/2022M9403

Citation: Proceedings of the 2022 International Conference on Research in Management & Technovation, Viet Ha Hoang, Vijender Kumar Solanki, Nguyen Thi Hong Nga, Shivani Agarwal (eds). ACSIS, Vol. 34, pages 15–20 ()

Full text

Abstract. In this research, the notion of teacher leadership is introduced to the National Academy of Education Management in Vietnam. The main goals of this study are to examine teacher leadership from the perspective of EFL teachers. They further describe the many leadership positions that EFL teachers fill in this environment. They also examine difficulties with teacher leadership in Vietnam's institutional hierarchies. Twelve EFL instructors were provided with their perspectives on teacher leadership strategies in the National Academy of Education Management environment as study participants. Open-ended questionnaires and semi-structured interviews were the two data collecting methods used to gather qualitative data. The data were then thematically analyzed, yielding four significant categories and one central theme. The research results indicate that teacher leadership is a novel idea in the Vietnamese EFL environment. Given that EFL educational leaders deal with a number of difficulties, such as a significant administrative workload and a lack of autonomy, the effects of hierarchical structures on teacher leadership practices are obvious. They could overcome these difficulties and enhance organizational performance by utilizing intragroup shared leadership tactics.

References

  1. Bangs, J., & MacBeath, J. (2012). Collective leadership: Therole of teacher unions in encouraging teachers to take the lead in their own learning and in teacher policy. Professional Development in Education, 38(2), 331–343. https://doi.org/10.1080/19415257.2012.657879
  2. Barth, R. S. (1990). Improving schools from within.Teachers, parents, and principals can make the difference.
  3. Diamond, J. B., & Spillane, J. P. (2016). School leadership and management from a distributed perspective: A 2016 retrospective and prospective. Management in Education, 30(4), 147–154. https://doi.org/10.1177/ 0892020616665938.
  4. Frost, D. (2010). Teacher leadership and educational innovation. Zbornik Instituta Zapedagoskaistrazivanja, 42(2), 201–216. https://doi.org/10.2298/ ZIPI1002201F
  5. Greenier, V. T., & Whitehead, G. E. (2016). Towards a model of teacher leadership in ELT: Authentic leadership in classroom practice. RELC Journal, 47(1), 79–95. https://doi.org/10.1177/0033688216631203
  6. Gümüş, S., Bellibaş, M. S., Esen, M., & Gümüş, E. (2018). A systematic review of studies on leadership models in educational research from 1980 to 2014. Educational ManagementAdministration & Leadership, 46(1), 25– 48. https://doi.org/10.1177/1741143216659296.
  7. Harris, A., & Muijs, D. (2004). Improving schools through teacher leadership. McGrawHill Education.
  8. Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
  9. Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
  10. Kavakli, N., & Arslan, S. (2019). Revisiting the role of an EFL teacher as an educational leader: Conceptionsand perceptions. Academia.edu. Retrieved on 29th April 2020.
  11. Liu, J. (2008). Preface to. Leadership in English language teaching and learning. In C. Coombe, M. L. McClaskey, L. Stephenson, & J. N. Anderson (Eds.), Leadership in Englishlanguage teaching and learning. The University of Michigan Press.
  12. Margolis, J., & Doring, A. (2012). The fundamental dilemma of teacher leader-facilitated professional development. Do as I (kind of) say, not as I (sort of) do. Educational Administration Quarterly, 48(5), 859–882.
  13. Muijs, D., Chapman, C., & Armstrong, P. (2013). Can early careers teachers be teacher leaders? A study of second-year trainees in the teach first alternative certification programme. Educational Management Administration &Leadership, 41(6), 767–781. https:// doi.org/10.1177/1741143213494188
  14. Murphy, J. (2007). Teacher leadership: Barriers and supports. In T. Ownsend (Ed.), International handbook of school effectiveness and improvement: Review,reflection and reframing. Springer Science & Business Media.
  15. Nguyen, D., Harris, A., & Ng, D. (2019). A review of the empirical research on teacher leadership(2003– 2017). Journal of Educational Administration, 58(1), 60–80. https://doi.org/10.1108/JEA02-2018-0023
  16. Poekert, P., Alexandrou, A., & Darbianne, S. (2016). How teachers become leaders: An internationally validated theoretical model of teacher leadership development. Research in Post-Compulsory Education, 21(4), 307–329. https://doi.org/10.1080/13596748.2016.1226559
  17. Sanocki, S. J. (2013). The process of how teachers become teacher leaders and how teacher leadership becomes distributed within a school: A grounded theory research study [PhDthesis]. Western Michigan University.
  18. Sams, D. A. (2010). An analysis of leadership beliefs and practices of 25 TESOL leaders [PhDthesis]. Indiana University of Pennsylvania.
  19. Silva, D., Gimbert, B., & Nolan, J. (2000). Sliding the doors:Locking and unlockingpossibilitiesfor teacher leadership.The Teachers College Record, 102(4), 779–804.https://doi.org/10.1111/0161-4681.00077
  20. Swanson, J., Elliott, K., & Harmon, J. (2011). Teacher leader stories: The power of case methods. Corwin Press.
  21. Thompson, C., & Wolstencroft, P. (2015). Promises and lies: An exploration of curriculum managers’ experiencesin FE. Journal of Further and Higher Education,39(3),399–416. https://doi.org/10.1080/0309877X. 2013.858676
  22. Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools the role of leadership orientation and trust. Educational Administration Quarterly, 45 (2), 217–247. https://doi.org/10.1177/ 0013161X08330501
  23. Underhill, A. (2005). Learning leadership and ELT today. Humanising Language teaching, 7(1).
  24. Wasley, P. A. (1991). Teachers who lead: The rhetoric of reform and the realities of practice. Teachers College Press.
  25. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/ 0034654316653478.
  26. Whitehead, G. E., & Greenier, V. T. (2019). Beyond good teaching practices: Language teacher leadership from the learners’ perspective. TESOL Quarterly, 53(4), 960–985. https://doi.org/10.1002/ tesq.526
  27. Wieczorek, D., & Lear, J. (2018). Building the” Bridge”: Teacher leadership for learning and distributed organizational capacity for instructional improvement. International Journal of Teacher Leadership, 9 (2), 22–47.
  28. Yin, R. K. (1994). Case study research: Design and methods. SAGEPublications.
  29. Yin, R. K. (2011). Applications of case study research. Sage.
  30. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/ 00346543074003255