Teacher leadership in public secondary schools in Lagos, Nigeria

Abstract: This qualitative, multiple case studies explore teacher leadership practices in the context of Nigerian senior secondary schools. It examines the perceptions and experiences of teacher leaders as well as how education policies affect the promotion of teacher leadership in Nigerian senior secondary schools. A purposive sample of nine teachers, three principals, three vice-principals and an education administrator was used. An individual semi-structured interview was used to obtain data that was supported by an analysis of Nigeria’s National Policy on Education. The study reveals that teachers were faced with challenges in the discharge of their duties. The challenges teachers face are due to a low societal perception of teachers and inadequate teaching and learning facilities coupled with micropolitics in schools. The study reveals that constant policy changes have an effect on teachers’ career progression, morale and productivity. Similarly, the findings from the study support the notion provided by theorists that administrators and teachers have vague conceptions about the meaning of teacher leadership. Futhermore, the findings reveal that the level of collaboration among teachers is low in relation to academic matters and high in matters related to extracurricular and social activities. Some of the barriers militating against teacher leadership that the findings highlight include: inadequate trust between teachers and administrators, school norms and beliefs, micropolitics and teachers’ attitudes towards work. The study recommends an adherence to ethical standards, professionalism in teaching and the provision of adequate funding to schools. The study also recommends that school leaders should delegate responsibilities and tasks based on capabilities, experience and qualifications. This will enable tasks to be accomplished timeously and efficiently. The study further recommends that teachers should be critical, educative, reflective and ethical in their dealings with stakeholders as this would empower them to question and challenge hegemony, words, actions and beliefs and emancipate themselves from micro politics that hinders them from leadership positions. This study contributes to a better understanding of teacher leadership in school.D.Phil