Advancing Teacher Leadership Practice in Public Secondary Schools in Lagos, Nigeria

By Tola Olujuwon and Juliet Perumal.

Published by The International Journal of Educational Organization and Leadership

Format Price
Article: Print $US10.00
Published online: February 14, 2017 $US5.00

This multiple case study explored how to advance the practice of teacher leadership in public secondary schools. It aimed to identify the factors that will enhance the advancement of teacher leadership in the context of Nigerian public secondary schools (NPSS). The research participants included nine teachers, three principals, three vice-principals, and an educational administrator in an educational district in Lagos, Nigeria. The study used semi-structured interviews and an analysis of Nigerian education policy documents to generate data. The study revealed that networking, modelling, equity, justice, and fairness are of great importance in advancing teacher leadership in schools. It also shows that robust succession programmes, trust, and coaching, which provide support for colleagues, will promote collegiality, love, and harmony in achieving educational goals. The study recommends that building trust and networking are essential in building organisational culture, which can help to increase teachers’ self-development and, in that way, improve teaching and learning. Additionally, it will benefit the school, students, and community. Moreover, strategies for succession and training for leadership positions are of great significance in public schools.

Keywords: Teacher Leadership, Succession, Organisation, Trust, Equity, Modelling

The International Journal of Educational Organization and Leadership, Volume 24, Issue 1, March 2017, pp.17-30. Article: Print (Spiral Bound). Published online: February 14, 2017 (Article: Electronic (PDF File; 365.474KB)).

Dr. Tola Olujuwon

Graduate Student, Department of Educational Foundations and Adminsitration, University of Johannesburg, Johannesburg, Gauteng, South Africa

Juliet Perumal

Professor, Department of Education Leadership and Management, University of Johannesburg, Johannesburg, Gauteng, South Africa