Barriers to Teacher Leadership in Bangladeshi Secondary Schools: A Qualitative Study Using the Four-Factor Model

Teacher leadership (TL) significantly promotes school efficiency and academic achievement, and thus, it is essential to focus on multi-level leadership in schools, especially teacher leadership. However, TL development encounters considerable challenges worldwide, notably in Bangladesh. Using thematic analysis as a data analysis tool and the four-factor model of teacher leadership (TL) as a conceptual framework, this qualitative study employed a purposeful sampling of five secondary school teachers and explored the dismal reality of TL practices and their associated impediments to flourishing in secondary schools in Bangladesh. The study revealed several potential barriers to TL development that included: demotivation, principals’ egoism and bureaucratic attitude, financial challenges, socio-cultural and socio-psychological constraints, colleagues’ professional jealousy, lack of training, and institutional recognition. Thus, in the four-factor model of teacher leadership, though Sharing Expertise (SE) and Principal Selection (PS) factors proved to be consistent with the study, Sharing Leadership (SL) and Supra-Practitioner (SP) factors were found to be inconsistent. Thus, in light of the theoretical implications, this study offers suggestions for school leaders to bring attitudinal changes toward the TL concept, and in top-down authoritarian practices through Distributive Leadership. Moreover, education authoritarian initiatives are recommended to ensure effective leadership training for school leaders and teachers to a broader extent.