Challenges and Facilitators in the Implementations of Teacher Leadership: A Comparative Study on Turkish and Palestinian Teachers

Abstract

The aim of this study is to examine the challenges faced by teachers in implementing teacher leadership practices, as well as the factors facilitating this leadership, among primary school teachers in Palestine and Turkey. Adopting a qualitative research approach, in-depth interviews were conducted with 12 teachers from primary schools in Izmir, Turkey, and Gaza, Palestine, during the 2023-2024 academic year. The data obtained were analyzed using content analysis. The factors hindering teacher leadership were categorized under the themes of "personal barriers", "principal’s relationship style barriers", "principal’s management style barriers", "inter-teacher relationship barriers", and "teacher-parent relationship barriers". Conversely, facilitators were grouped under the themes of "personal facilitators", "principal’s facilitative attitude", "inter-teacher facilitative relationships", and "teacher-parent facilitative relationships". By presenting a comparative analysis of these themes, this study contributes to a nuanced understanding of teacher leadership dynamics in diverse cultural and educational contexts. The findings offer practical implications for teachers, administrators, and policymakers aiming to enhance teacher leadership practices in primary schools. Teachers in both regions face unique and shared challenges, and facilitators play a critical role in overcoming these obstacles. Recommendations include targeted training and workshops to develop teacher leadership skills, as well as providing necessary resources and fostering community and parental support