View in EDS

School Leadership Approach to Teacher Collaboration: A Qualitative Investigation in the Secondary School Context of Bangladesh

Saved in:
Bibliographic Details
Title: School Leadership Approach to Teacher Collaboration: A Qualitative Investigation in the Secondary School Context of Bangladesh
Language: English
Authors: Beauty Debnath (ORCID 0000-0002-5586-7686)
Source: European Journal of Educational Management. 2025 8(3):185-200.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Instructional Leadership, Teacher Collaboration, Secondary Schools, Foreign Countries, Faculty Development, Power Structure, Secondary School Teachers, Teacher Administrator Relationship, Faculty Workload, Teacher Attitudes, Administrator Attitudes, Transformational Leadership, Educational Policy, Educational Change, Management Development
Geographic Terms: Bangladesh
ISSN: 2642-2344
Abstract: Teacher collaboration appears essential for creating a dynamic and effective educational environment that supports teachers' professional learning and growth. In various research studies, supportive school leadership has been identified as a key condition for collaborative teacher learning, which enhances teachers' engagement and professional learning by fostering a climate of trust. Bangladesh is still struggling with the orthodoxy of leadership, which suggests a hierarchical relationship between followers and leaders, posing considerable constraints on teachers' collaboration in the school environment. Applying semi-structured interviews with thematic analysis as a data analysis instrument, this study aimed to explore the existing collaborative practices among secondary school teachers in Bangladesh and the school leaders' approach to teachers' collaborative practices through the lens of Transformational leadership constructs. The study found a scarcity of teachers' collaborative functions in the school environment and insignificant school leadership support for teachers' collaboration. Teachers encounter considerable constraints, both individually and institutionally, due to excessive workload, inadequate infrastructure, attitudinal issues, and problems with leadership approaches. The study has implications for fostering transformational leadership, as it highlights the constructive impact on teachers' collaboration, given the noticeable absence of transformational leadership practices. Finally, the study provides recommendations for policy-level reform in designing and implementing training and professional development programs for both teachers and school leaders, with a focus on collaborative practices in similar contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484163
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1484163
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1484163
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: School Leadership Approach to Teacher Collaboration: A Qualitative Investigation in the Secondary School Context of Bangladesh
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Beauty+Debnath%22">Beauty Debnath</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5586-7686">0000-0002-5586-7686</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Management%22"><i>European Journal of Educational Management</i></searchLink>. 2025 8(3):185-200.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Schools%22">Secondary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Management+Development%22">Management Development</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2642-2344
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teacher collaboration appears essential for creating a dynamic and effective educational environment that supports teachers' professional learning and growth. In various research studies, supportive school leadership has been identified as a key condition for collaborative teacher learning, which enhances teachers' engagement and professional learning by fostering a climate of trust. Bangladesh is still struggling with the orthodoxy of leadership, which suggests a hierarchical relationship between followers and leaders, posing considerable constraints on teachers' collaboration in the school environment. Applying semi-structured interviews with thematic analysis as a data analysis instrument, this study aimed to explore the existing collaborative practices among secondary school teachers in Bangladesh and the school leaders' approach to teachers' collaborative practices through the lens of Transformational leadership constructs. The study found a scarcity of teachers' collaborative functions in the school environment and insignificant school leadership support for teachers' collaboration. Teachers encounter considerable constraints, both individually and institutionally, due to excessive workload, inadequate infrastructure, attitudinal issues, and problems with leadership approaches. The study has implications for fostering transformational leadership, as it highlights the constructive impact on teachers' collaboration, given the noticeable absence of transformational leadership practices. Finally, the study provides recommendations for policy-level reform in designing and implementing training and professional development programs for both teachers and school leaders, with a focus on collaborative practices in similar contexts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1484163
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484163
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 185
    Subjects:
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Secondary Schools
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Power Structure
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Faculty Workload
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Management Development
        Type: general
      – SubjectFull: Bangladesh
        Type: general
    Titles:
      – TitleFull: School Leadership Approach to Teacher Collaboration: A Qualitative Investigation in the Secondary School Context of Bangladesh
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Beauty Debnath
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2642-2344
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of Educational Management
              Type: main
ResultId 1