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Teacher Leadership as a Driver of Transformational Change in Education at Vernacular (SJKT) School

Year: 2025
Type: article
Abstract: Teacher leadership is increasingly recognized as central to advancing school improvement and student learning. Yet, limited research has explored its role in vernacular schools, particularly Tamil primary schools (SJKT) in Malaysia. This study investigates the leadership practices of teacher leaders in enhancing educational outcomes within SJKT schools in the Bangsar District, Kuala Lumpur. Guided by the constructivist paradigm, qualitative research design was employed to capture teachers lived experiences and perspectives. Using purposive sampling, five teacher leaders from five SJKT schools were selected based on their leadership responsibilities and recognition within their school communities. Data was collected through semi-structured interviews and analyzed thematically using Braun and Clarke’s (2006) framework, supported by NVivo software. Findings reveal that teacher leaders contribute significantly to curriculum development, peer mentoring, student engagement, and professional learning communities. They enact transformational leadership, particularly through idealized influence, inspiring colleagues and cultivating collaboration. However, challenges such as hierarchical structures, limited training, and workload pressures were identified as barriers to effective leadership. This study underscores the importance of supporting teacher leadership within vernacular schools. Policy interventions and professional development programs are recommended to strengthen leadership capacity, enhance school inclusivity, and sustain educational quality. By highlighting context-specific practices, the study contributes to the broader discourse on teacher leadership in Malaysia’s diverse educational landscape.
DOI: 10.70148/rise.v2i5.4
Language: English
Subfield: Education
Open Access status: diamond
OpenAlex ID: W4414815809
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