Exploring the Conceptualization of Teacher Leadership in Namibia

Authors

  • Ferdinand Nghifikepunye Kamati International University of Management
  • Hileni Silohenda Amuthenu International University of Management

DOI:

https://doi.org/10.56916/ijess.v4i1.844

Keywords:

Teacher leadership, distributed leadership, Teacher, Transformation, Students

Abstract

The purpose of this study was to explore the conceptualization of teacher leadership in Namibia. A case study design was used within the qualitative approach. A sample of 45 participants was selected purposively from three (3) secondary schools. An interview guide, observation schedule, and document analysis were used to collect data from the participants. Data were analyzed using a thematic approach. The literature and the theoretical framework were used to compare and contrast the study findings. The literature and the theoretical framework were used to compare and contrast the study findings. The findings revealed that teacher leadership can be understood in terms of involvement and participation, empowerment, motivation and influence, collaboration, and leading and influence. The study recommends that the Ministry of Education, Arts, and Culture should develop and promote leadership development programs for teachers to understand and practice leadership and review contemporary policies to allow for democratic leadership practices.

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Published

2025-01-01

How to Cite

Kamati, F. N., & Amuthenu, H. S. (2025). Exploring the Conceptualization of Teacher Leadership in Namibia. Indonesian Journal of Education and Social Sciences, 4(1), 76–84. https://doi.org/10.56916/ijess.v4i1.844

Issue

Vol. 4 No. 1 (2025)

Section

Articles

License

Copyright (c) 2024 Ferdinand Nghifikepunye Kamati, Hileni Silohenda Amuthenu

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