A Study on Teacher Leadership of Teachers on YouTube: The Case of Teachers in Korea

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Abstract

This study examines how Korean teachers demonstrate leadership through YouTube content creation, transcending traditional institutional boundaries. Five teacher-YouTubers who produce educational content for fellow educators were interviewed during COVID-19. Findings reveal that pandemic conditions accelerated demand for teacher-created content, fostering digital competencies and expanding teacher leadership beyond schools. These educators influenced professional development across educational levels, democratizing access to pedagogical expertise. However, they encountered significant barriers including restrictive administrative procedures requiring concurrent employment permits, societal misconceptions about teaching as undemanding, and insufficient institutional support. While YouTube enabled unprecedented professional reach and peer learning, Korean educational structures constrained innovation through bureaucratic rigidity. Policy recommendations include reconsidering concurrent employment regulations and providing institutional support for digital teacher leadership initiatives.

Author

• Moonyoung Eom, Seoul National University