SOCIO-CULTURAL PRACTICES AND THEIR EFFECTS ON PROMOTING TEACHER LEADERSHIP IN PUBLIC SECONDARY SCHOOLS

O. Olujuwon, J. Perumal

University of Johanesburg (SOUTH AFRICA)
This multiple case study explored the impact of socio-cultural practices in the promotion of teacher leadership in the context of Nigerian public secondary schools. The study also aimed to explore the extent of these socio-cultural practices on teacher leadership practices in schools. Motivation for the study is based on my interest in teacher leadership as an educational administration lecturer in a Nigerian college of education as there are words, actions based on hegemony that affects teacher efficacy 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 document analysis.

The findings from the study reveal that ethnicity, socio-cultural, political and religious factors affect the promotion of teacher leadership in schools. Similarly, school traditions as well as people’s mindset have negative impacts on promoting teacher leadership in public schools. The promotion of teacher leadership will enhance ethical standards and enforcement of constitutional provisions that guarantee freedom and equality of citizens. The themes from the study include school tradition, cultural, political and religious factors and ethnicity. The study contributes to revising educational policies with a view to promoting teacher leadership in public secondary schools.