RETHINKING TEACHER LEADERSHIP: A THEORETICAL AND EMPIRICAL STUDY

Abstract

This study investigates the emerging yet constrained nature of teacher leadership at the Philology Faculty of L.N. Gumilyov Eurasian National University (ENU) in Astana. Employing a mixed-methods approach, the research incorporates both qualitative and quantitative data analyses to elucidate the perceptions and trends among university educators regarding their leadership capabilities. The study defines the teacher leadership and elucidates its relationship with other leadership modalities, examining its advantages and disadvantages within the educational context. The findings reveal that teacher leadership significantly enhances student-learning outcomes by fostering continuous opportunities for academic and professional growth. However, the visibility of leadership practices among faculty remains limited. The research underscores the critical necessity for collaboration, the strengthening of professional relationships, and the cultivation of joint decision-making skills to develop robust teacher leadership qualities. By fostering a culture of mutual support and cooperation among educators, the study concludes that increased confidence and teaching effectiveness can be achieved, ultimately leading to improved educational quality and student performance. The evidence presented in this article contributes to the existing scope of knowledge on teacher leadership and its implications for enhancing educational practices in higher education settings. This study employs a mixed-methods approach, combining theoretical analysis with empirical data collected through surveys and interviews with university faculty in Kazakhstan.