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Zoom 14 Oral Presentations (30 minutes)
Oct 16, 2020 10:30 AM - Aug 31, 2021 11:00 AM(Asia/Ho_Chi_Minh)
20201016T1030 20201016T1100 Asia/Ho_Chi_Minh Teacher leadership: non - positional leadership, challenges and potentials, a case study in The Olympia Schools, Vietnam.

Leadership research often focuses on a person in a formal hierarchical position who makes decisions that impact across a whole institution. However, there are other conceptions of leadership that focus on the potential of non-positional leaders across an organisation. This paper contributes to research regarding non-positional leadership by focusing on the teacher leadership of subject and homeroom teachers. The rich qualitative data that informs the case study presented here was collected from five teachers who exercise teacher-leadership in their classroom. The participants were teachers at 'The Olympia Schools'. These leaders take control of students' behaviour and lead change in diverse ways. They work with students: engaging them and influencing them. Their style of leadership is informed by their inherent characteristics but also by the environment that they work in. They build the culture in their classroom as a living community. One challenge of understanding non-positional, teacher leadership is that teachers may not fully acknowledge, even to themselves, which types of educational leadership they are using, and what the advantages and disadvantages of these types are. This research therefore offers clarity to the type of educational leadership teacher leaders use: its factors, advantages and shortcomings. It also digs deeply into the environmental context in Vietnam in order to interpret how this may affect teacher leadership. It concludes by proposing a model that teachers can use to reflect and then make the necessary changes to be the best leader possible; within the type of leadership they choose.

Zoom 14 VietTESOL International Convention 2021 convention@viettesol.org

Leadership research often focuses on a person in a formal hierarchical position who makes decisions that impact across a whole institution. However, there are other conceptions of leadership that focus on the potential of non-positional leaders across an organisation. This paper contributes to research regarding non-positional leadership by focusing on the teacher leadership of subject and homeroom teachers. The rich qualitative data that informs the case study presented here was collected from five teachers who exercise teacher-leadership in their classroom. The participants were teachers at 'The Olympia Schools'. These leaders take control of students' behaviour and lead change in diverse ways. They work with students: engaging them and influencing them. Their style of leadership is informed by their inherent characteristics but also by the environment that they work in. They build the culture in their classroom as a living community. One challenge of understanding non-positional, teacher leadership is that teachers may not fully acknowledge, even to themselves, which types of educational leadership they are using, and what the advantages and disadvantages of these types are. This research therefore offers clarity to the type of educational leadership teacher leaders use: its factors, advantages and shortcomings. It also digs deeply into the environmental context in Vietnam in order to interpret how this may affect teacher leadership. It concludes by proposing a model that teachers can use to reflect and then make the necessary changes to be the best leader possible; within the type of leadership they choose.

English Teacher
,
The Olympia Schools
Principal Lecturer,
,
University of Northampton
Lecturer
,
VNU - University of Languages and International Studies, Hanoi
Lecturer
,
University of Foreign Language Studies - The University of Danang
Academic and Training Manager
,
Sovannaphumi School
Regional English Language Officer
,
U.S. Department of State
Personal Assistant to Deputy Head of School
,
Australian International School Phnom Penh
Director
,
Rangsit English Language Institute, Rangsit University
Director
,
SEAMEO Regional Training Center
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