EXPLORING THE HINDRANCES IN ADVANCING TEACHER LEADERSHIP IN NIGERIAN PUBLIC SECONDARY SCHOOLS
This multiple case study explored the hindrances in the promotion of teacher leadership in the context of Nigerian public secondary schools. The study also aimed to explore how these factors limit teacher leadership practices in schools. Motivation for the study is based on the observation that there are limited opportunities for teachers to be leaders in schools. Participants in the study were purposively sampled. They included nine teachers, three principals, three vice-principals and an educational administrator in and Educational District in Lagos, Nigeria. Data was elicited through semi-structured interviews and education policy documents.
The findings from the study revealed that mistrust exists between teachers and administrators in the discharge of their duties in public schools. Similarly, the student-teacher ratio, societal perceptions of teachers, coupled with political interference in school administration as well as teacher’s negative attitude affects the promotion of teacher leadership in public schools. The promotion of teacher leadership in Nigerian senior secondary schools will enhance trust and collaborative activities in schools thereby re-orientating teachers towards developing positive self images. The themes that emerge from the study include the societal perceptions of teachers, political interference in school administration as well as teachers negative attitudes. The study contributes to revising educational policies with a view to promoting teacher leadership in Nigerian public secondary schools.