The Emergence of Teacher Leadership in TESOL: An Exploratory Study of English Language Teachers as Teacher Leaders in the Saudi EFL Context

As part of a larger qualitative case study, this article explores the notion of teacher leadership in English as a Foreign Language (EFL) context and a higher educational institution in Saudi Arabia. Twelve EFL teacher leaders were interviewed to understand their perceptions of teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and opened-ended questionnaires, and analysed using NVivo10. Data analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that represent the EFL teacher-leaders’ perceptions of their leadership practices and roles at the English Language Institute (ELI). The findings reveal that teacher leadership is a novel concept at the ELI and teacher leaders operate in hierarchical leadership structures. However, their wide range of leadership roles, both instructional and operational match with the three historical waves of teacher leadership (Silva, Gimbert & Nolan, 2000) in the US context. The impact of hierarchical structures on teacher leadership practices is evidently found as EFL teacher leaders encounter various difficulties, such as heavy administrative workload and lack of autonomy. Nevertheless, their shared leadership practices within the groups help them deal with these challenges.

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Teachers as Leaders: Equipping English Language Teachers with Leadership Knowledge and Skills in TESOL

Journal of Education in Black Sea Region ◽

10.31578/jebs.v4i2.177 ◽

2019 ◽

Vol 4 (2) ◽

pp. 172-190

Author(s):

Sayyed Rashid Shah

Keyword(s):

Teacher Leadership ◽

English Language ◽

Teacher Leaders ◽

Language Teachers ◽

Leadership Roles ◽

Structured Interviews ◽

Knowledge And Skills ◽

Software Analysis ◽

Efl Context ◽

Efl Teacher

As part of a larger qualitative case study, this article explores the perceptions of EFL teacher leaders with regards to leadership knowledge and skills they consider important for their leadership roles in the Saudi EFL context. Twelve EFL teacher leaders were interviewed to identity various types of knowledge and skills for teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and open-ended questionnaire, and analysed using the Nvivo 10 software. Analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that reflect the participants’ perceptions of leadership knowledge and skills. The findings reveal that TESOL background and pedagogical knowledge helped the participants to establish their identity as EFL teacher leaders. Likewise, knowledge about the people and context supported their roles and their acute awareness of the culture, people and the context contributed to their self-efficacy. There is an emphasis on improved pedagogical skills for teacher leadership roles; however, those with operational duties, such as academic coordinators have not considered teaching skills important for their jobs. The findings have highlighted the significance of role-related skills, basic management skills and personality traits for effective EFL teacher leadership.

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THE IMPACT OF LEADERSHIP PRACTICES TO TEAM MEMBERS’ SATISFACTION

Journal of Management and Business ◽

10.24123/jmb.v8i1.132 ◽

2009 ◽

Vol 8 (1) ◽

Author(s):

Chalimah .

Keyword(s):

Conflict Resolution ◽

Leadership Practices ◽

Hotel Industry ◽

Leader Behavior ◽

Team Leader ◽

Shop Floor ◽

Team Members ◽

Top Executives ◽

Wide Range ◽

The Impact

eamwork is becoming increasingly important to wide range of operations. It applies to all levels of the company. It is just as important for top executives as it is to middle management, supervisors and shop floor workers. Poor teamwork at any level or between levels can seriously damage organizational effectiveness. The focus of this paper was therefore to examine whether leadership practices consist of team leader behavior, conflict resolution style and openness in communication significantly influenced the team member’s satisfaction in hotel industry. Result indicates that team leader behavior and the conflict resolution style significantly influenced team member satisfaction. It was surprising that openness in communication did not affect significantly to the team members’ satisfaction.

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Improved Professional Development Through Teacher Leadership

The Rural Educator ◽

10.35608/ruraled.v26i2.511 ◽

2018 ◽

Vol 26 (2) ◽

Author(s):

Wesley D. Hickey ◽

Sandra Harris

Keyword(s):

Professional Development ◽

Staff Development ◽

Teacher Leadership ◽

Teacher Leaders ◽

Exemplary Teachers ◽

Development Model ◽

Faculty Effectiveness ◽

Professional Development Model ◽

Teaching Faculty ◽

The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.

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Podcasting as a Next Generation Teaching Resource

Handbook of Research on Web 2.0 and Second Language Learning ◽

10.4018/978-1-60566-190-2.ch019 ◽

2009 ◽

pp. 350-365 ◽

Cited By ~ 4

Author(s):

Jenny Ang Lu

Keyword(s):

Language Learning ◽

English Language ◽

Language Education ◽

Language Teachers ◽

Learning And Teaching ◽

Efl Context ◽

Wide Range ◽

Potential Applications ◽

English Language Teachers ◽

Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

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Erratum to: Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools

Journal of Educational Change ◽

10.1007/s10833-015-9245-5 ◽

2015 ◽

Vol 16 (2) ◽

pp. 243-244 ◽

Cited By ~ 1

Author(s):

Charlotte Struyve ◽

Chloé Meredith ◽

Sarah Gielen

Keyword(s):

Teacher Leadership ◽

Leadership Practices ◽

Teacher Leaders

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Language and Literature Division, Faculty of Education, Hong Kong University

Language Teaching ◽

10.1017/s0261444809990243 ◽

2009 ◽

Vol 43 (1) ◽

pp. 108-112

Author(s):

XIE Qin ◽

Stephen Andrews

Keyword(s):

Hong Kong ◽

Primary Schools ◽

English Language ◽

Language Teaching ◽

Full Time ◽

School Based ◽

Wide Range ◽

Language And Literature ◽

Faculty Of Education ◽

The Impact

The Language and Literature Division (LLD) is the largest of the six divisions of the Faculty of Education, University of Hong Kong (HKU). It is currently home to 34 academic staff, who specialize either in the fields of Chinese Language, English Language and/or Literature Education, and to 60 full-time and 28 part-time doctoral students, who are researching a wide range of topics including subjects as diverse as corpus-aided language learning, task-based language teaching in primary schools, the English writing of Chinese undergraduates, and the impact of school-based assessment. Staff are very active in conducting their own research, much of which is rooted in classrooms and focuses on issues that directly concern the teaching and learning of languages, such as reading literacy, school-based assessment and assessment for learning in English Language, the teaching of Chinese characters, and good practices in English Language Teaching in Hong Kong secondary schools (see http://good-practices.edb.hkedcity.net/). Colleagues in the English Language area have played important roles in the HKU Strategic Research Theme ‘Language in education and assessment’. This initiative brought together staff from a range of disciplines in various forms of language-related research collaboration, culminating in two large and highly successful international conferences in June 2008: one focusing on language awareness and the other on language issues in English-medium universities (see http://www.hku.hk/clear/).

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The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

European Scientific Journal ESJ ◽

10.19044/esj.2021.v17n33p128 ◽

2021 ◽

Vol 17 (33) ◽

pp. 128

Author(s):

Ana Gadakhabadze

Keyword(s):

English Language ◽

Public Speaking ◽

Positive Impact ◽

Educational Institution ◽

Teaching Approaches ◽

Teaching Procedure ◽

Efl Students ◽

Higher Educational ◽

The Impact ◽

Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

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