Ala M. M. Empowering TESOL Educators: Institutional Enablers and Barriers to Teacher Leadership in Iraqi Higher Education

Abstract

Abstract

This study examines teacher leadership practices among TESOL (Teaching English to Speakers of Other Languages) professionals at three universities in the Duhok region of Kurdistan, Iraq. Employing the mixed-methods design, it uses qualitative interviews from 19 TESOL professionals and quantitative surveys from 70 participants. This study examines the ways in which TESOL professionals enact leadership, the factors influencing their leadership roles, the challenges they encounter, and the broader implications of their leadership practices for student learning and professional development.

Findings confirm TESOL professionals take both formal and informal leadership roles. Formal roles are such as being department heads and members of academic committees, whereas informal leadership involves peer mentoring, facilitating professional discussions, and informing curricular decisions. Most of these leadership behaviors occur without official designation or reward, echoing deep commitment at the individual level to upholding teaching practice and institution quality.

The research establishes various enablers of effective teacher leadership, including institutional cultures supportive of positive practices, explicit policies, and availability of needed resources. Yet, critical challenges like excessive work, reduced funding prospects, and resistance from administrators or colleagues can obstruct leadership initiatives and curtail their long-term impact.

In spite of all these obstacles, teacher leadership was confirmed to have positive effects on student engagement, achievement, and the classroom learning environment. It promotes continuous professional growth through facilitating collaboration, innovation, and reflective practice among TESOL instructors.

This study adds to the scant literature on teacher leadership in the context of higher education in Iraq-Kurdistan and similar environments. It offers recommendations for university administrators and policymakers to foster teacher leadership through well-planned development schemes, policy support, and specific resource deployment