DOI: https://doi.org/10.36719/2663-4619/125/90-94
Revane Yaremmedova
Sumgayit State University
Master’s student
https://orcid.org/0009-0001-3831-8001
revaneyaremmedova@gmail.com
Teacher Leadership and Barriers (Challenges)
Abstract
The article examines the concept of teacher leadership, its significance in modern education, and the barriers that hinder its development. Traditionally, leadership in schools has been associated exclusively with administrative roles, while teachers were viewed mainly as instructional practitioners. However, contemporary educational perspectives emphasize that teachers are central actors who shape learning environments, participate in decision-making, collaborate with peers, and contribute to overall school improvement. Teacher leadership is therefore understood as a broader professional role in which teachers demonstrate initiative, guide colleagues, and influence the school’s vision and culture. Despite its importance, teacher leadership faces several obstacles. Organizational barriers include hierarchical school structures, limited teacher involvement in decision-making, heavy teaching loads, and insufficient time or resources for leadership activities. Personal barriers stem from teachers’ reluctance to assume responsibility, low self-confidence, and the belief that leadership is the sole domain of administrators. Collaboration-related barriers arise from weak professional dialogue, lack of trust, minimal sharing of practice, and teachers’ tendency to work in isolation.
The article notes that, for the development of teacher leadership, it is necessary to establish a democratic school environment, involve teachers in decision-making processes, and strengthen professional collaboration. When teachers feel valued and empowered, their leadership practices grow, ultimately enhancing school quality and student outcomes.
Keywords: teacher leadership, school culture, organizational barriers, collaboration, professional development