Investigating the Leadership Practices among Mathematics Teachers: The Immersion Programme

Abstract

This study examines the leadership practices, through its peer-mentoring programme called the ‘Immersion Programme’, specifically in a mathematics department in one of the colleges in Brunei Darussalam. The main aim of the programme was to prepare mathematics teachers to teach mathematics lessons effectively in any secondary year levels and at the pre-university levels. Data were collected through open-ended online surveys. This study involved the participation of one organiser, six mentors and three mentees. The qualitative reports indicated that teachers could have interchangeable roles that exhibit leadership qualities in multiple or overlapping ways, such as simultaneously being a mentor as well as a mentee at the same time. This programme helps to provide the mentors and mentees with the opportunity to learn from each other and share ideas and knowledge which are relevant to improving student learning in mathematics. Mentees were receptive to ideas as their main priority was to teach mathematics lessons effectively and in turn, to improve their students’ learning outcomes and success. Indirectly, these were their motivation in doing and continuing with the immersion programme. The leadership portrayed in this study strategises the professional learning experience within the context of the college.

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