Akademik Veri Yönetim Sistemi
BALKAN 10TH INTERNATIONAL CONFERENCE ON SOCIAL SCIENCES, Kırklareli, Türkiye, 6 - 07 Ocak 2024, ss.312-326
Teacher leadership is emerging as a concept that increasingly becomes central to
professional life, emphasizing different roles of individuals. Leadership is now viewed as a
fundamental dimension in the functional practices of teachers, reflecting the growing
importance of teachers' roles in both classroom and extracurricular interactions. This study aims
to uncover teachers' perspectives on their leadership roles within and beyond the classroom. To
achieve this objective, researchers developed a semi-structured interview form directed at 12
teachers working in various public and private elementary schools in Izmir province. Data were
analyzed using content analysis technique. The findings can be summarized as follows:
Teachers' views on in-class teaching roles encompass (1) non-routine roles, (2) showing interest
in students, (3) peer observation, (4) knowledge exchange with other schools, (5) crisis
management, (6) subject expertise, and (7) professional development. Regarding teachers'
views on out-of-class teaching roles, these involve (1) aiding administration, (2) participation
in activities, (3) relationship with parents, (4) involvement in instructional processes, (5)
involvement in school policies, and (6) involvement in school issues, categorized under
different themes.