Exploring Teacher Leadership Practices in Nigerian Secondary Schools.

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT044 (Wednesday)

Abstract

This study critically explores teacher leadership practices in Nigeria. Using an exploratory sequential mixed methods design, the study first qualitatively examines teachers’ perceptions of teacher leadership practices, and then quantitatively tests and validates the results. Intensive qualitative data was collected from 13 secondary school teachers and teacher leaders; data was analyzed inductively to identify the dimensions of teacher leadership in the Nigerian context. Quantitative data was collected from 200 and 400 randomly sampled teachers to validate the scale items developed from the established dimensions using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The study shows contextual understanding of key practices of teacher leadership in Nigeria and contributes to empirical research on teacher leadership from non-Western perspectives.

Author

• Rosheedat Adeniji, University of Manitoba