Navigating Support and Isolation: ESL Teachers’ Perceptions of Leadership in a Malaysian International School

Navigating Support and Isolation: ESL Teachers’ Perceptions of Leadership in a Malaysian International School

Thusha Ammasiemuthusamy, *Nurul Aisyah Kamrozzaman

Faculty of Education and Humanities, UNITAR International University, Petaling Jaya, Malaysia

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000585

Received: 03 May 2025; Accepted: 08 May 2025; Published: 19 October 2025

ABSTRACT

This qualitative study investigates the perceptions of English as a Second Language (ESL) teachers regarding leadership support at an international school in Malaysia. It explores how these perceptions influence their motivation, instructional practices, and professional engagement. Employing a phenomenological design, semi-structured interviews were conducted with five ESL teachers. Data were analyzed using thematic analysis. The findings reveal a significant disconnect between leadership intention and practice. Support was often reactive, inconsistent, and generalized rather than tailored to ESL educators’ specific needs. Key challenges included a lack of ESL-specific professional development, exclusion from decision-making, and professional isolation, leading to diminished motivation and innovation. The study concludes that school leadership must move beyond generalized support models to implement culturally responsive, distributed, and transformational leadership practices that are deliberately inclusive of ESL teachers’ expertise. The paper offers actionable strategies for school leaders and contributes to the literature on inclusive educational leadership in multilingual settings.

Keywords: ESL teachers, leadership support, transformational leadership, distributed leadership, international school, teacher perceptions, qualitative study

INTRODUCTION

International schools have become an important part of global education in the last few years, providing students with diverse linguistic and cultural backgrounds a chance to receive a high-quality education in the English language (Lehman & Welch, 2022). In this respect, English as a Second Language teachers are key figures who help students to develop their language and integrate into the mainstream curriculum (Spencer, 2021). UNESCO has also emphasized the significance of language education in attaining equitable access to learning by promoting inclusive and quality education through multilingual policies that acknowledge the use of home and other languages in learning (Mweri, 2020). This aligns with Sustainable Development Goal 4, which requires inclusive and equitable quality education and lifelong learning opportunities for all (Ydo, 2022). Recent evidence indicates that successful language education, which is institutionally supported, enhances academic performance and inclusion (Kirss et al., 2021; Marian et al., 2013).

The essence of international education lies in the necessity of inclusive pedagogical practices that consider the needs of students with different linguistic backgrounds. In this setting, ESL teachers are not only expected to teach language skills but also to bridge cultural divides and empower learners to succeed academically in other content areas like science, mathematics, and social studies (Lorenzo et al., 1983; Negi, 2024; Papadaki et al., 2023). This two-fold task of linguistic and academic support places ESL teachers in a special and frequently problematic situation, with their performance greatly depending on the institutional structures and leadership in their schools.

The number of international schools has been increasing rapidly in Malaysia, especially in urban regions where there has been a persistent demand for English-medium education (Gibson & Bailey, 2021; Saad et al., 2014). This growth is not only a global trend but also a local desire to be competitive in education, driven by reforms to promote English language education and achieve an industrialized nation status (Puteh, 2010; Suo, 2023). ESL teachers are vital in such schools for meeting the needs of non-native English-speaking students. Nevertheless, although much focus is often placed on student performance, little attention is given to the professional support and recognition of ESL teachers (Kim et al., 2024; Xu, 2019).

Various studies have reported the positive relationship between successful school leadership and learning outcomes, such as teacher retention, motivation, and performance (Gui, 2019; Nguyen et al., 2024; Twigg, 2008). However, the concept of leadership support is commonly understood in a generalized way, and little is known about how it is experienced by educators operating in specialized fields like ESL (Elfers & Stritikus, 2013; Scheier-Dolberg & Elizabeth, 2014). The perception and reaction of ESL teachers to leadership practices are important in developing supportive school cultures that improve instructional quality and teacher well-being. Leadership support in ESL education has several dimensions, including the provision of meaningful professional development, access to teaching resources, agency in decision-making, and emotional support, as well as leadership understanding of the issues peculiar to language teaching (Cann et al., 2020; Elfers & Stritikus, 2013; Kamrozzaman et al., 2023). The lack of these factors or their uneven implementation can lead to professional isolation, low job satisfaction, and low instructional performance of ESL teachers (Dolan, 2011; Han & Mahzoun, 2017; Ostovar-Nameghi & Sheikhahmadi, 2016). Conversely, effective leadership may allow ESL teachers to be creative, collaborative, and professional (Herijanto et al., 2023; Sarong, 2024).

Although the role of English language education in international schools is gaining increasing recognition worldwide, a significant disparity remains in the understanding of the specific leadership support needs of ESL teachers (Alzamil, 2020). With the increased integration of ESL teachers in multilingual schools, studies have shown that these practitioners are likely to face systemic issues that undermine their performance and well-being (Kim et al., 2024). While the importance of effective school leadership in enhancing teacher performance and student outcomes has been widely supported, there is a lack of empirical evidence regarding the experience of such leadership practices among ESL teachers in particular.

Numerous ESL teachers report poor access to relevant professional development opportunities, a lack of inclusion in school decision-making, and a feeling that school leaders do not fully understand the complexity of teaching English language learners (Alzamil, 2020; Gómez & Diarrassouba, 2014; Xu, 2019). These leadership engagement gaps contribute to job dissatisfaction and increased attrition rates, as ESL teachers find it difficult to maintain their instructional roles with little institutional support (Player et al., 2017). Moreover, research indicates that ESL instructors are frequently left out of leadership discussions and considered auxiliary personnel, facing marginalization instead of being central to the academic achievement of linguistically diverse students (Liggett, 2010; Wright, 2022). This marginalization is especially troubling in international schools, where linguistic diversity is not unusual but the norm. In the absence of proper leadership support mechanisms, ESL educators can feel isolated in their profession, which can reduce the quality of instruction and affect student learning outcomes (Liggett, 2009).

According to recent scholarship, leadership styles like transformational and distributed leadership are particularly useful in inclusive and linguistically diverse school settings (Dugan, 2012; Miškolci et al., 2016; Wang et al., 2022). However, the practical application of these models in ESL contexts has not been thoroughly studied, particularly in Southeast Asian international schools, where policy, curriculum, and language requirements intersect uniquely (James et al., 2022; Javadi et al., 2017). ESL teachers at MAHSA International School, where the student population reflects a combination of local and expatriate communities, work in a rather complicated instructional environment. However, there is not much information regarding the scope and character of the leadership support they receive. This gap needs to be addressed to inform school improvement strategies and foster a more inclusive approach to educational leadership.

This research, therefore, seeks to investigate the perceptions of ESL teachers at MAHSA International School regarding leadership support and how these perceptions affect their teaching, professional activities, and their feelings of belonging to the school. By centering the voices of ESL teachers, This gap needs to be addressed to inform school improvement strategies and foster a more inclusive approach to educational leadership.

Research Questions:

1. What are the perceptions of ESL teachers at MAHSA International School regarding the support provided by school leadership?
2. What specific leadership strategies and practices do ESL teachers experience at MAHSA International School?
3. How do ESL teachers’ perceptions of leadership support influence their motivation, collaboration, and instructional practices?

THEORETICAL FRAMEWORK AND LITERATURE REVIEW

This section outlines the theoretical underpinnings guiding this research, specifically drawing on Transformational and Distributed Leadership theories. It then reviews existing literature on the unique challenges faced by English as a Second Language teachers, particularly within international school settings, and examines the role of leadership support in addressing these issues.

Transformational Leadership

Transformational leadership, as conceptualized by Bass and Riggio (Bass & Riggio, 2006), involves leaders who inspire and motivate their followers to achieve extraordinary outcomes. This leadership style transcends basic contractual agreements, aiming to “uplift the morale, motivation, and morals of their followers” (Bass & Riggio, 2006). Key components of transformational leadership include idealized influence (charisma), inspirational motivation, intellectual stimulation, and individualized consideration (Bakker et al., 2022; Bass & Riggio, 2006; Nguyen et al., 2023). Transformational leaders are characterized by their ability to provide a clear vision, foster a sense of purpose, and engage with followers to mutually elevate motivation and morale, ultimately leading to performance beyond normal expectations (Boehnke et al., 2003; Gasper, 1992; Nguyen et al., 2023).

This framework is particularly pertinent to the current study as it provides a lens through which to examine how school leadership can motivate and empower ESL teachers. By creating a strong connection and inspiring teachers, transformational leaders can potentially foster professional growth, enhance job satisfaction, and improve instructional practices among ESL educators.

Distributed Leadership

Distributed leadership, a concept that has gained considerable attention, particularly in educational contexts, offers an antidote to the “heroics of leadership” by emphasizing the collective and collaborative nature of leadership (Spillane, 2005). Spillane, Halverson, and Diamond (Spillane et al., 2004) describe distributed leadership as a practice constituted by the interactions between leaders, followers, and the situation. It highlights the importance of context and involves sharing responsibility and authority for school improvement among various individuals within a school community (Galdames-Calderón, 2023; Hickey et al., 2022). This approach moves beyond the idea of leadership as solely tied to formal positions, viewing it instead as an organizational quality and a series of interactions (Harris, 2011; Spillane, 2005).

Distributed leadership is relevant to this study because it allows for an analysis of how leadership responsibilities are shared and exercised across different roles within MAHSA International School. It helps in understanding whether ESL teachers are integrated into leadership practices and how their expertise is leveraged. This theory provides a robust framework to analyze how school leadership either facilitates or hinders the professional experience and integration of specialized groups like ESL teachers within the broader school structure (Esch, 2018; Galdames-Calderón, 2023; Jalovcic et al., 2014). Both Transformational and Distributed Leadership theories collectively underscore the importance of leadership that extends beyond mere management, focusing on fostering a supportive, collaborative, and empowering environment crucial for all educators, especially those in specialized roles like ESL teaching. 

Challenges and Marginalization of ESL Teachers

Existing research consistently indicates that ESL teachers often encounter unique challenges, frequently leading to professional isolation and a sense of marginalization within the broader school community (Chandran et al., 2022). They are sometimes perceived as “support staff” rather than integral core faculty, which can diminish their professional identity and impact their morale. A significant and recurrent concern is the lack of access to relevant professional development opportunities. Workshops frequently focus on general pedagogy or other subject areas, neglecting critical ESL-specific strategies such as scaffolding, translanguaging, and second language acquisition theories (Tatum & Huber, 2020). This often leaves ESL teachers feeling ill-prepared to adequately address the diverse language and academic needs of English learners (Rubinstein‐Ávila & Lee, 2014).

Additional challenges reported by ESL teachers include heavy workloads, instructional complexities specific to language acquisition, and issues related to social status and identity within the school (Chandran et al., 2022). Furthermore, a lack of inclusion in school-wide decision-making processes exacerbates feelings of isolation, contributing to job dissatisfaction and increased attrition rates (Bahtilla & Hui, 2021)

Some studies even highlight a potential disconnect where principals may not fully understand the specific needs and instructional complexities faced by English language teachers (Alzamil, 2020). This marginalization can lead to ESL instructors feeling undervalued and excluded from leadership discussions, despite their central role in the academic success of linguistically diverse students.

The Role of Leadership Support

Effective school leadership is demonstrably crucial for fostering teacher retention, enhancing motivation, and improving overall performance (Kielblock, 2025; Leithwood, 2021). Leadership support in ESL education ideally encompasses a range of provisions, including access to tailored professional development opportunities, availability of appropriate teaching resources, meaningful involvement in decision-making processes, and adequate emotional support . Studies suggest that when educational leaders provide contextualized and personalized support, it can significantly reduce teacher stress and effectively facilitate the implementation of educational changes (Kamrozzaman et al., 2023; Karkouti et al., 2022).

Moreover, the literature emphasizes the importance of culturally responsive leadership, particularly in diverse educational settings, for creating an equitable learning environment (Callahan et al., 2021). Effective leadership, especially when distributed across the school, can actively promote professional development and foster collaboration, leading to improved outcomes for both students and teachers (Esch, 2018; Galdames-Calderón, 2023; Hammond et al., 2024). Conversely, a reactive, inconsistent, or generalized approach to support can result in increased professional isolation, lower job satisfaction, and ultimately, reduced instructional effectiveness among ESL teachers.

METHODOLOGY

3.1 Research Design

This study employed a qualitative research design, utilizing a phenomenological approach. Phenomenology is concerned with understanding the essence of a shared experience from the perspectives of those who have lived it (Lewis, 2015; Tarnoki & Puentes, 2019). This approach was deemed most appropriate to deeply explore and describe the lived experiences of ESL teachers regarding leadership support at MAHSA International School, focusing on the meanings they attribute to these experiences.

3.2 Research Setting and Representativeness

This study was conducted at MAHSA International School in Malaysia. This school is representative of the growing number of mid-sized, curriculum-oriented international schools in urban Southeast Asia. Like many of its peers, it offers a British curriculum, serves a mix of local and expatriate students, and employs a diverse teaching body. The challenges related to integrating ESL provision into a mainstream international curriculum are common across the region, making MAHSA a relevant and informative case study. Insights generated from this context are therefore likely to be transferable to similar international schools facing the universal challenge of providing effective leadership support for specialized teaching faculty.

3.3 Participants and Sampling

A purposive sampling technique was used to identify information-rich participants who could provide deep insights into the phenomenon under study (Etikan, 2016). The selection criteria required participants to be current ESL teachers at the school with a minimum of one year of teaching experience and direct engagement with the school’s leadership. This ensured participants had substantial experience to draw upon. The final sample consisted of five teachers, comprising both local and expatriate educators to capture a range of perspectives. All participants were provided with pseudonyms to ensure anonymity.

Table 1: Participant Demographics

3.4 Data Collection

The primary method of data collection was semi-structured interviews. An interview protocol was developed based on the research questions and a review of relevant literature, ensuring alignment with the study’s objectives. The interviews, which lasted between 30 to 45 minutes each, were conducted via Zoom to accommodate participant schedules and were audio-recorded with prior consent. The semi-structured format allowed for consistency across interviews while providing the flexibility to probe emerging themes and explore participants’ narratives in depth.

3.5 Data Analysis

The audio recordings were transcribed verbatim to ensure accuracy. The data were then analyzed using Braun and Clarke’s (2006) six-phase framework for thematic analysis:

• Familiarization: Immersing in the data by repeatedly reading transcripts.
• Generating Initial Codes: Systematically coding interesting features across the entire dataset.
• Searching for Themes: Collating codes into potential overarching themes.
• Reviewing Themes: Checking if the themes work in relation to the coded extracts and the entire dataset.
• Defining and Naming Themes: Refining the essence of each theme and generating clear definitions and names.
• Producing the Report: Selecting vivid, compelling extract examples and finalizing the analysis for publication.

This iterative process was conducted manually to ensure a deep and reflexive engagement with the data.

FINDINGS

Analysis of the interview data revealed four central themes regarding ESL teachers’ experiences with leadership support: (1) Reactive and Generalized Support, (2) Professional Isolation and Marginalization, (3) Lack of ESL-Specific Professional Development, and (4) Impact on Motivation and Practice. A fifth, emergent theme highlighted (5) Valued Leadership Strategies when present.

4.1 Perceptions of Reactive and Generalized Support

Teachers consistently described school leaders as approachable and willing to listen. However, they reported that support was almost exclusively reactive, initiated only in response to teacher prompts rather than through proactive leadership strategies. Initiatives often stalled without constant follow-up from the teachers themselves. As Participant 4 articulated, “There is usually no follow up unless we remind them constantly. It feels like we are managing up, which is exhausting.” This reactive approach resulted in support that was perceived as generic and ill-suited to address the specific pedagogical complexities of multilingual classrooms. Participant 2 highlighted this disconnect, noting, “The support is there, but it’s general. They don’t truly understand the unique challenges we face every day in our ESL classrooms.”

4.2 Professional Isolation and Marginalization

A profound sense of being siloed from the broader school community was a prevalent experience. Participants reported a significant lack of formal platforms for collaboration with mainstream subject teachers, reinforcing their separation. Participant 2 powerfully described this isolation: “ESL is siloed… We are working most of the time in isolation, although language influences all topics.” This structural separation fostered a perception of being ancillary “support staff” rather than integral core faculty. Participant 5 elaborated on this diminished professional identity, stating, “There’s a kind of thought that we are support, not real teachers. But we have to teach content, as well as language—sometimes we have twice the work.” The absence of a dedicated ESL coordinator further exacerbated this feeling, leaving teachers to navigate systemic challenges alone.

4.3 Lack of ESL-Specific Professional Development

A unanimous and significant concern among participants was the irrelevance of the professional development (PD) offered. Workshops were predominantly focused on general pedagogy or STEM subjects, neglecting critical areas essential for ESL instruction, such as scaffolding, translanguaging, and second language acquisition theories. Participant 2 explained, “I have received very little professional development that is ESL-specific. The majority of the workshops are either general classroom management or STEM strategies.” Furthermore, PD was described as fragmented “one-off sessions” devoid of a long-term, strategic vision for ESL professional growth. Participant 3 confirmed this, noting, “We receive one-off sessions that are not followed up. There’s no continuity or long-term strategy.”

4.4 Impact on Motivation and Instructional Practice

The inconsistent and generalized support directly corroded teacher morale and stifled instructional innovation. While all participants expressed strong intrinsic motivation driven by their students’ success, they concurrently reported feelings of emotional exhaustion and a diminished drive to experiment. The lack of guidance and relevant resources discouraged the adoption of innovative practices. Participant 4 shared, “Sometimes I would like to be innovative, for instance, add some technology or learning through drama, but there is no backing or even a little funding, so it is difficult to introduce anything.” Consequently, teachers felt compelled to operate in “survival mode,” as Participant 2 described: “We have nothing but improvising. I base my own materials on the fact that the textbooks given are very advanced for my students.”

4.5 Valued Leadership Strategies and Positive Experiences

Despite the overarching challenges, participants identified specific leadership behaviors that had a markedly positive impact on their morale and performance. These positive experiences, though not systematic, point toward effective support strategies. Foremost among these was individualized recognition. Participants reported that occasional, genuine acknowledgment from leaders significantly boosted their sense of value. Participant 1 shared, “When the principal checked up on me after having a bad week, it meant a lot to me. It made me feel that my job was useful.”

Secondly, engineered collaboration was highly valued. On the rare occasions when leadership formally facilitated co-planning with subject teachers, the outcomes were powerful. Participant 1 recalled a successful instance: “When we collaborated with the Science department to scaffold content, the students reaped the rewards and we felt that we were a part of the team.” These moments of structured interdisciplinary work mitigated feelings of isolation and demonstrated the potential of distributed leadership. However, as Participant 5 noted, such collaboration was often absent: “Other departments have PLCs (Professional Learning Communities), but ESL is not within that. I feel as though we are often at the end of the line.”

In summary, the findings paint a picture of a significant gap between the stated leadership models and the lived experience of ESL teachers. The predominant themes of reactive support, isolation, and irrelevant PD culminate in dampened motivation and constrained practice. However, the emerging theme of valued strategies individualized recognition and engineered collaboration provides a clear blueprint for the proactive, inclusive leadership support that teacher desire and require.

DISCUSSION

The findings of this study reveal a significant disjunction between perceived leadership intentions and the lived experiences of ESL teachers at MAHSA International School. While leaders may view themselves as supportive and accessible, the day-to-day realities for ESL teachers are characterized by reactive and generalized support, leading to professional isolation and marginalization, a pervasive lack of ESL-specific professional development, and a detrimental impact on motivation and instructional practices. This creates a critical “implementation gap,” where established leadership rhetoric fails to translate into meaningful, specialized support for a crucial segment of the teaching staff.

The perception of leadership as largely reactive and generalized stands in direct contrast to the principles of proactive engagement central to both transformational and distributed leadership (Bass & Riggio, 2006; Spillane, 2005). Participants reported that support often lacked follow-through, with initiatives stalling. This suggests an absence of the sustained individualized consideration that is a hallmark of transformational leadership, where leaders attend to the unique needs of their followers (Bass & Riggio, 2006). Furthermore, the generic nature of support, failing to address the specific pedagogical challenges of multilingual classrooms, undermines the intellectual stimulation aspect of transformational leadership, which encourages innovative thinking and problem-solving (Bass & Riggio, 2006; Nguyen et al., 2023). This generalized approach also contradicts the spirit of distributed leadership, which advocates for leveraging diverse expertise across the school community to address complex issues effectively (Spillane et al., 2004). The lack of proactive support can significantly reduce teacher well-being and increase stress (Cece et al., 2022; Maas et al., 2021).

The pervasive sense of professional isolation and marginalization among ESL teachers, encapsulated by the sentiment, “ESL is siloed… We are working most of the time in isolation, although language influences all topics”, highlights a fundamental breakdown in distributed leadership practices. Rather than fostering shared responsibility and collaborative decision-making, the findings indicate that ESL teachers are often excluded from formal platforms for collaboration and strategic discussions. This aligns with existing literature suggesting that ESL teachers are frequently perceived as “support staff” rather than core faculty, which can diminish their professional identity and morale (Chandran et al., 2022; Osman & Kamrozzaman, 2024). This marginalization prevents the full utilization of their specialized knowledge, a critical resource that distributed leadership seeks to harness for whole-school improvement (Galdames-Calderón, 2023; Hickey et al., 2022; Spillane, 2005).

The consistent lack of ESL-specific professional development emerged as a unanimous concern, with workshops often focusing on general pedagogy or STEM subjects, neglecting crucial areas like scaffolding, translanguaging, and second language acquisition strategies. This issue directly impacts the inspirational motivation component of transformational leadership, as leaders fail to provide the resources and growth opportunities necessary to empower their specialized educators (Bass & Riggio, 2006; Karauri & Kyongo, 2024). It also negates the collaborative growth envisioned by distributed leadership, where professional learning should be tailored and responsive to the needs of different groups within the school (Hickey et al., 2022). Such findings resonate with broader literature identifying insufficient access to relevant professional development as a significant challenge for ESL teachers, contributing to their feeling ill-prepared to meet student needs (Imran et al., 2024; Sadeghi & Richards, 2021; Tran, 2014).

The cumulative effect of these leadership shortcomings profoundly impacts ESL teachers’ motivation, collaboration, and instructional practices. While intrinsically motivated by their students, participants reported emotional exhaustion and a diminished drive to innovate due to inconsistent support. This directly undermines the capacity for performance beyond expectations that transformational leadership aims to cultivate (Nguyen et al., 2023; Notarnicola et al., 2024). The absence of proactive guidance and resources forces teachers to “improvise” and create their own materials, often without adequate institutional backing (Vera et al., 2020) This not only stifles innovative practices but also contributes to burnout and attrition, outcomes that effective leadership strives to prevent (Kaiser & Thompson, 2021; Karkouti et al., 2022; Nguyen et al., 2024). Thus, the study confirms that leadership support is not a peripheral concern but a central determinant of the efficacy and sustainability of ESL programs, particularly in diverse international school settings.

CONCLUSION

This study provides a nuanced understanding of the critical role of leadership support in shaping the professional lives of ESL teachers within international school contexts. The perceived inadequacy of leadership support at MAHSA International School, characterized by reactive, generalized, and siloed practices, profoundly impacts ESL teachers’ motivation, professional engagement, and instructional efficacy. This research underscores an urgent need for school leadership to evolve from a passive, generalized approach to a proactive, specialized, and inclusive model that genuinely embraces the unique contributions and needs of ESL educators.

ACKNOWLEDGMENT

We express our thousands of thanks to the UNITAR International University for the support of the publication of this research.

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