Development of teacher leadership: A case study of a private school in Pakistan

Literature shows that little attention has been given so far to study the development of teacher leadership in the context of Pakistan. Therefore, this study aimed to explore how teacher leadership is developed and enhanced in a private school in this context. The study focused on understanding the school's activities and perceptions of the key stakeholders in order to illustrate the forms of teacher leadership in practice, identify the strategies employed for development of teacher leadership, and highlight the factors that influence the development process in the school context. By using a case study design in qualitative paradigm, the study collected data through SNA1, observations, document analysis and interviews (semi-structured and focused group) with teachers, coordinators, deputies, head of SDC2 and the school's principal. Collecting data from multiple sources and perspectives enriched the study findings. Note-taking, tape-recording, transcriptions, collecting copy of documents, memo-writing, and maintaining reflective diary facilitated the data recording and data collection process. The use of AGNA3 and Nvivo4 allowed systematic and inductive analysis of the data. The findings of the study revealed that both formal and informal forms of teacher leadership was in practice in that particular school and the participants perceive teacher leader as a role model, as a visionary or missionary and responsible person for the overall development of students. Various strategies for enabling teachers in improving their capacities, involving them in productive work and creating conducive professional environment have contributed in developing teacher leadership in the school context. Also, professional knowledge, school culture and structure, system support, and readiness for change are important factors in the development process. The findings of the study bring forth several implications for practitioners and relevant institutions and also suggest some recommendations for further research in the area of teacher leadership.