Suchergebnisse

This qualitative study voices teachers' and school leaders' perspectives on teacher leadership in the aftermath of the educational disruption that lasted over two consecutive academic years. Research studies have documented the influences of this disruption on teacher leadership as it unfolded in schools worldwide, including in Qatar. This research examines teacher leadership manifestations after schools reopened for onsite teaching and learning, and it focuses on the following questions: What are the main changes in teachers' leadership practices based on teachers' and school leaders' perspectives? To what extent did teachers develop different leadership practices towards students, colleagues, school leaders, and parents? What have teachers taken away from their experiences during COVID-19 that they will use in classrooms in the future? The sample is comprised of 14 educators working in Qatar government schools. The educators include primary school teachers (N = 10), vice-principals (N = 3), and a principal (N = 1). Findings reveal that teachers acquired adaptation skills that they carried to the school context. The educators further expanded their communication skills to encompass multiple stakeholders inside and outside the school. Lastly, the educators acquired technological skills that have supported student learning and professional learning. These teacher leadership manifestations were informal and voluntary and did not have a formal status or recognition. Despite these continuous changes and new requirements, several manifestations of teacher leadership, which had emerged during the pandemic, had disappeared. The study thus argues that the relapse of specific teacher leadership indicators may be due to the failure of policymakers and school administrations to establish systemic and systematic systems that support teacher leaders. Recommendations for researchers and practetioners are provided.