The Future of Education

Edition 14

Accepted Abstracts

Professional development practices that can be implemented to enhance the enactment of teacher leadership

Molly Fuller, University of North-West University (South Africa)

Marinda Smit, University of North-West University (South Africa)


The enactment of teacher leadership (TL) has its significance in the professional growth of teachers (Warren,2021). This could result in the enhancement of overall teacher effectiveness and capability, learner motivation and participation and consequently an increase in overall school performance (Bellibas et al., 2020). Professional development (PD) practices can be regarded as a tool of development, enabling teachers to enact TL to their full potential (Taylor et al., 2019). However, models of training used during PD for TL are often inadequate, insufficient, and frequently do not attain the required results (Grimm,2020).  The research question; what professional development practices can be implemented to enhance the enactment of teacher leadership, guided the research. The nature and structure of PD practices, as well as the limitations of current PD practices and features of effective PD practices for the enhanced enactment of TL, were identified. The researcher used a qualitative approach with a phenomenological research strategy, embedded in an interpretive paradigm.  Purposive sampling was used to select 12 participants from various schools in South Africa. Data were generated using individual, semi-structured interviews. Ethical clearance from the Ethics Committee of the North-West University and consent from the District Director of the education department, principals and participants were obtained. The significance of this research was rooted in the contribution towards determining professional development practices that could be implemented in schools to enhance the enactment of TL. The recommended practices could be employed by leaders responsible for the overall leadership and management of schools and departments of education to enhance the school’s culture and climate, teacher effectiveness and capability, learner motivation and participation, as well as overall school performance through distributive TL. Knowledge constructed from these findings is transferable, will contribute to current literature and research on the phenomenon, and could be applied in similar situations to enhance the enactment of TL.



practices; teacher leadership; professional development



[1] Bellibaş MŞ, Gümüş S, Kılınç AÇ.  2020.  Principals supporting teacher leadership: The effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency.  European Journal of Education, 2020(00):1-17.


[2] Grimm, F.  2020.  The first teacher as the elephant in the room – forgotten and hidden teacher leadership perspectives in Swedish schools.  Research in Educational Administration & Leadership, 5(2):454-483.  DOI: 10.30828/real/2020.2.5


[3] Taylor, M., Klein, E.J., Munakata, M., Trabona, K., Rahman, Z. & McManus, J.  2019.  Professional development for teacher leaders: using activity theory to understand the complexities of sustainable change.  International Journal of Leadership in Education, 22(6):685-705.


[4] Warren, L.L.  2021.  The Importance of Teacher Leadership Skills in the Classroom. Education Journal, 10(1):8-15.  DOI: 10.11648/



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