Abstract
Various schools have consciously or unconsciously left leadership roles to their senior teachers or senior management teams (SMTs). Classroom teachers have somewhat been excluded from actively participating in the leadership roles of schools. Because of their proximity to learners, classroom teachers can relate with learners at the grassroots level. As a result, empowering these teachers with leadership skills through inclusion in the leadership circles will lead to creating dependable leaders skilled in listening, communicating a vision, and building consensus among diverse stakeholders such as teachers, parents, and departmental officials. Furthermore, including teachers in leadership circles comes with benefits such as their invaluable contribution to policy processes, curriculum implementation strategies, and school decision-making. In this study, inclusive teacher leadership (ITL) involves a series of actions intended to support teachers’ complete incorporation into leadership enactment.
This study interpreted the perceptions of teachers and SMTs regarding ITL in schools with a view to proposing the transformative innovation of ITL guidelines for an improved workforce in schools. The study employed a qualitative methodology to collect data using semi-structured interviews. Eight participants comprising two principals, two deputy principals, two departmental heads (DHs), and two teachers employed within Johannesburg East district of Gauteng province in South Africa, were interviewed. The findings revealed that the participants agreed that ITL is significant for providing teachers with opportunities to enact leadership. In this regard, ITL is useful to promote unity in diversity amongst the workforce in schools, whilst an inclusive school environment, continuous learning, teamwork, collaboration, and a sense of belonging are fostered.
The study proposed that SMTs should identify dispositions and knowledge that will empower all teachers to embrace and positively implement ITL practices so that they (teachers) are able to lead in an effective manner. Furthermore, SMTs should give recognition to teachers’ ability to be leaders by creating an environment where fair opportunities for ITL development are provided. It is also significant that SMTs create opportunities for involvement, that is, teachers should become involved in projects, whilst communicating their views in an autonomous way.
iv
The study recommended that further studies involving a higher number of participants should be conducted within and outside the province of Gauteng in South Africa. Furthermore, a comparative study regarding ITL development in South Africa and different countries around the world provides an interesting topic for future research.
Keywords: departmental heads, inclusive teacher leaders; inclusive teacher leadership guidelines, senior management teams; teacher leadership, workforce.