Exploration of teachers’ perceptions of teacher leadership: a case of one secondary school In Monduli district.

While it is known that teacher leadership is significant for school improvement, yet, little has been done in Tanzania context to understand how teachers perceive teacher leadership. The purpose of this study was to investigate the perceptions of teachers on teacher leadership in Monduli District in one public secondary school in Tanzania. The study employed a qualitative case study design with thirteen participants who were purposively selected. used and a case study design. The study participants were purposely selected. The sample included thirteen teachers, out of whom six were teacher leaders and seven were teachers who did not have teacher leadership responsibilities. The data collection process involved face to face interviews for seven teachers and a focus group discussion (FGD) of six teachers was conducted. The raw were transcribed, coded and developed into sub-themes and themes. The findings of this study revealed most of the participants that teachers perceive leadership as a process and as a collective endeavor, which involves directing, guiding and influencing followers to accomplish a certain goal. The study also has found that teacher leaders\u27 roles were perceived to include teaching and managing classrooms, collaborating with other teachers and students outside the classroom and taking leadership roles beyond the school. Besides, the participants perceived that facilitating factors for teacher leadership were such as availability of space to practice teacher leadership, availability of time for teachers to meet, provision of motivation, involvement in decision making, head teacher\u27s trust in teacher leaders and opportunity for continuous professional development. Factors such as lack of motivation and confidence among teacher leaders, the top-down leadership style and the culture of tribalism were perceived to be hindering factors for the teacher leadership practice. It is imperative that school leadership support teacher leadership in schools in such a way as sensitizing teachers on the significance of teacher leadership and providing structures such as time and space for the teacher to engage in teacher leadership practice