Empowering Educators: Lived Experiences of School Heads in Cultivating Teacher Leadership

Teacher leadership has been used to address several challenges in education, such as school improvement and access to professional learning. However, we rarely discuss how best practices can actually enhance teachers' leadership capacity. Alegado (2018) found that the traditional, principal-centered leadership culture continues to limit teachers' ability to assume leadership roles greatly. Despite advocacy for shared governance in education reform, most schools still operate on a top-down system with the majority of decision-making power resting with the school principal. Teachers are often not supported by their institutions to lead projects or advance instructional practice, nor are they trained or empowered to do this work. The study indicates how educator leaders need to take steps to build a collaborative culture in staff meetings, distribute work, and provide ongoing professional development to help make teacher leadership sustainable.
Researchers Zhang et al. (2021) studied the influencing factors of teacher leadership in Chinese private higher education institutions. They found that hierarchical organizational structures and the restriction of teachers' decision-making voice in their work had greatly hindered the development of teacher leadership. While noting strong associations between teacher capacity and self-efficacy as predictors of leadership, the researchers said tight institutional cultures that maintain hierarchical authority over all aspects of schools prevent teachers from exercising influence and creativity. This raises a global issue in advancing teacher leadership.
A mixed-methods study of Tancinco et al (2025) conducted in the Calubian North District of Leyte Province showed that while much School-Based Management (SBM) is being undertaken by school leaders, including managing human, material and financial resources and building stakeholder trust, principals are unable to nurture teacher leadership because of a lack of instructional support for teachers, limited professional development opportunities for teachers and limiting factor such as inadequate facilities and human resource. Principals may hope to redistribute leadership and engage teachers more fully, but structural issues and administrative burdens often prevent teachers from taking control of functional responsibilities beyond their role boundaries.

Educators, Leadership, Cultivating Teacher

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