Exploring Cross-Cultural Perspectives of Teacher Leadership Among the Members of an International Research Team: A Phenomenographic Study

Year 2021, Volume: 6 Issue: 1, 51 - 90, 30.03.2021

Catherine Arden Janet Mola Okoko

https://doi.org/10.30828/real/2021.1.3

Cited By: 3

Abstract

This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: ‘teacher leadership’. Phenomenographic analysis of interview artifacts revealed nine qualitatively different conceptions of teacher leadership in the study’s outcome space across three broad domains: A: The school, school community, and formal education system; B: The teacher leader’s professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a ‘touchstone’ for the team’s ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.

Keywords

Phenomenography, Teacher leadership, Cultural variation, Educational leadership

References

• Akerlind, G. (2005). Learning about phenomenography: Interviewing, data analysis, and the qualitative research paradigm. In J.Bowden, & P. Green (Eds.). Doing Developmental Phenomenography, (pp. 63-74). Melbourne: RMIT University Press