International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Re -Assessing the School Factors Hindering the Application of Teacher Leadership in Improving School Performances

Author(s) Ferdinand Nghifikepunye Kamati, Hileni Silohenda Amuthenu, Moses Chirimbana
Country Namibia
Abstract The purpose of this study was to re-evaluate the school-related factors that are impeding the application of teacher leadership in an attempt to improve academic rural performance of learners. The study included 8 purposely chosen schools that used a qualitative case study design. In the data collection process, interviews, observations, and various documents were used as instruments. Previous studies on factors, as well as the theoretical frameworks of Distributed leadership theory and symbolic interactionalism theory, were used to compare and contrast the study findings. The findings re- assured that teacher leadership practices even in rural schools compared to urban schools were hindered by the lack of cooperation and collaboration, lack of incentives and recognition and the lack of motivation and support. However, the study finds arising factors such as ; negative attitude, ignorance, lack of self-esteem and self-confidence, time limitation, traditional leadership structure and lack of leadership skills as new hindering factors as contribution to the discourse of teacher leadership.
Keywords Teacher leadership, improved performances, rural areas
Field Sociology > Education
Published In Volume 5, Issue 4, July-August 2023
Published On 2023-08-13
Cite This Re -Assessing the School Factors Hindering the Application of Teacher Leadership in Improving School Performances - Ferdinand Nghifikepunye Kamati, Hileni Silohenda Amuthenu, Moses Chirimbana - IJFMR Volume 5, Issue 4, July-August 2023. DOI 10.36948/ijfmr.2023.v05i04.5074
DOI https://doi.org/10.36948/ijfmr.2023.v05i04.5074
Short DOI https://doi.org/gskxds
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