TEACHERS’ RESPONSIBILITIES AS LEADERS INSIDE AND OUTSIDE NIGERIAN SECONDARY SCHOOLS

T. Olujuwon, J. Perumal

University of Johannesburg (SOUTH AFRICA)
This qualitative multiple case study explored the responsibilities of teacher leaders in the classroom, within the school, outside the school and in the community in the context of Nigerian public secondary schools It determine the extent of teacher leaders’ responsibilities to national development within and outside the school. Participants included nine teachers, three principals, vice-principals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through the use of semi-structured interviews and documentary analysis. The study reveals that the professional, administrative and social roles of teachers are in continuum within and outside the school. It also shows that teachers spend majority of their time in the classroom as well as assisting in administration and managerial processes in a school system. The study recommends the giving of merit awards to teachers to enhance their image and self worth. Also that professional standards and training should be of importance in the teaching and learning processes. The study contributes to professional development of teachers thereby enhancing their responsibilities in and outside the schools.