DA Asegu* and MT Gedifew
The goal of this phenomenological case study was to explain secondary school principals’ lived experiences with teacher leadership. A qualitative research approach and a phenomenological case study strategy were used to achieve this goal. Purposive and convenient samplings were used to collect data from four secondary school principals, five vice principals, and three experienced teachers. The main data collection tools were semi-structured interview guides, documents, and unstructured conversational interviews. The findings demonstrated a theoretically positive attitude about teacher leadership. Teacher leadership was formally expressed in the form of headship, unit leaders, and formally designated coordination of clubs and programs. It was also found that schools had different leadership techniques and practices depending on individual leadership ideologies, contextual variables, and follower orientations. The current educational environment necessitates the use of a participative teacher leadership strategy, which requires teachers to receive school leadership training in order to expand their involvement from the classroom to school-wide activities. As a result, it is concluded that teacher leadership should be practiced by providing full opportunity for teachers to play their full responsibilities in school leadership. Furthermore, motivation systems should be in place to encourage teachers to participate in school leadership activities.
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