The role of teacher leaders in language classrooms: a case study in National Academy of Education Management, Vietnam
Duong Thi Thu Huyen, Do Thanh Tu
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 (2022)
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.
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