Awakening a sleeping giant in the Arabian gulf: A need for teacher leadership in hierarchical leadership structures
This article introduces the concept of teacher leadership in the Saudi EFL context. Teacher leadership is a commonly used term in the western school contexts which aims to empower teachers by making them part of a decision-making stream and giving them opportunities to exercise leadership and influence colleagues, students and school administrators in a bid to improve instructional practices. As Saudi educational institutions mainly operate in rigid hierarchical structures, teachers in leadership roles have limited or no powers to influence change. Keeping in view the significant role of teacher leaders in organisational effectiveness, this paper highlights the importance of teacher leadership in the English as a Foreign Language (EFL) of a Saudi Arabian university which has a typical top-down management model. It explains the nature of leadership practices in Saudi higher education institutions and how they may hinder the process of teacher leadership in EFL institutes. The paper also suggests ways that can help the top leadership to foster teacher leadership practices in the Saudi EFL context.
Al Lily, A. E. (2014). The tribe of educational technologies. Higher Education Studies, 4(3), 19.
Al-Swailem, O., & Elliott, G. (2013). The learning experiences of Saudi Arabian higher education leadership: Characteristics for global success. In L. Smith & A. Abouammoh (Eds.), Higher education in Saudi Arabia: Achievements, challenges and opportunities (pp. 37-47). New York & London: Springer Dordrecht Heidelberg.
Ezzi, S. W., Teal, E. J., & Izzo, G. M. (2014). The influence of Islamic values on connected generation students in Saudi Arabia. Journal of International Business and Cultural Studies Volume, 9, 1-19.
Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational leadership, 65(1), 74.
Silva, D., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. The Teachers College Record, 102(4), 779-804.
Copyright (c) 2018 Sayyed Rashid Shah
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).