Teachers’ perceptions and policy directives for transformative teacher leadership initiatives during and beyond covid-19

Abstract

ABSTRACT The COVID-19 pandemic has brought new opportunities to tap into teachers’ own reservoirs of experiences and knowledge to develop them as teacher leaders, while minimising the potential for conflict with their colleagues and reducing confusion about their responsibilities. In this article, we describe some key themes identified and lessons learned from teachers and SMTs with respect to their experiences about teacher leadership during the pandemic. Having employed deconstruction as qualitative methodology and transformative learning as theory, this single case study assisted us to take-apart education policy texts as well as teachers’ and SMTs’ narratives to propose innovative teacher leadership initiatives amid COVID-19. The findings revealed that teacher leaders can be regarded as influencers who empower others by being responsive, open to change and build relationships so that they can inspire others. This aligns with policy stipulations that teachers should continually upgrade their knowledge and adapt their skills to new circumstances. This paper recommends that practices of the self and technologies of power can be deemed significant transformative teacher leadership initiatives for teacher leaders during and beyond the pandemic.