Teacher Leadership In Azerbaijan: The Perceptions Of Teachers And School Administrators

Abstract

One of the concepts with unclear definitions is teacher leadership. Teachers must be inclined to take various risks to become leaders. In fact, in practice, most teachers are not taught leadership skills in career preparation programs. Teachers' success in decision-making processes and school leadership efforts is sometimes limited. It has been stated that the importance given to teacher leadership and recent research on these issues focus mostly on formal leadership roles such as team leadership and department headship. In practice, teachers may also take on roles as informal leaders. Teachers who achieve control in their classrooms have much more power to make suggestions to other adults in the school and can bring valuable qualities to the school as teacher leaders. In addition to aiming to organize effective classroom activities, teacher leadership also requires taking part in school activities. This research was conducted to discuss the roles and strategies of principals and teachers in developing teacher leadership in Azerbaijan. To achieve the purpose of the research, the scanning method was followed and a theoretical analysis was made. Leadership is the ability to motivate a group, gather them around certain goals, and achieve these goals together. Leaders must have qualities such as vision, willingness, trustworthiness, acceptance, courage, calmness, risk-taking, and expertise. Teacher leadership is the ability to organize classroom activities effectively by developing and sharing an instructional vision and to assume and develop functional roles in school activities. The school principal has the role of defining teacher leadership, establishing healthy relationships, encouraging them to take and develop leadership roles, and providing feedback on developments. The strategies that principals should implement to develop teacher leaders are to create an atmosphere where teacher leadership is encouraged, to be a researcher, and to provide opportunities for the development of all teachers. As an effective leader, the teacher has the responsibility of developing a vision, sharing his vision, and organizing learning experiences appropriate to the development and individual differences of all students.