Teacher Leadership Development in Secondary Schools of Bangladesh

Abstract

The notion of teacher leadership gains momentum and it brings the teachers into the central position, at both instructional and organizational level of practice, in schools. This review article aims to analyze the notion of teacher leadership, its importance and ways of development in secondary schools of Bangladesh. In this article, it is argued that teacher leadership development has to be at the heart of development initiatives in the field of education to ensure quality teaching-learning practices in schools. The study is mainly supported by literature, and policy documents and guidelines. However, there is a lack of research in the context of Bangladesh; therefore most of the literatures reviewed for this study are from the developed world, largely from a small number of countries. Although, many of the research show the optimistic implications of teacher leadership and its consequences in schools, few of them provide empirical evidence. Considering the transferability of the research findings, special attention has given to contextualize the implications for teacher leadership development in Bangladeshi secondary schools.