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Barriers to Teacher Leadership in Bangladeshi Secondary Schools: A Qualitative Study Using the Four-Factor Model

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Title: Barriers to Teacher Leadership in Bangladeshi Secondary Schools: A Qualitative Study Using the Four-Factor Model
Language: English
Authors: Beauty Debnath (ORCID 0000-0002-5586-7686)
Source: European Journal of Educational Management. 2026 9(1):51-66.
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: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Teacher Leadership, Secondary School Teachers, Barriers, Teacher Motivation, Principals, Administrator Behavior, Collegiality, Training, Leadership Styles, Foreign Countries, Leadership Role
Geographic Terms: Bangladesh
ISSN: 2642-2344
Abstract: Teacher leadership (TL) significantly promotes school efficiency and academic achievement, and thus, it is essential to focus on multi-level leadership in schools, especially teacher leadership. However, TL development encounters considerable challenges worldwide, notably in Bangladesh. Using thematic analysis as a data analysis tool and the four-factor model of teacher leadership (TL) as a conceptual framework, this qualitative study employed a purposeful sampling of five secondary school teachers and explored the dismal reality of TL practices and their associated impediments to flourishing in secondary schools in Bangladesh. The study revealed several potential barriers to TL development that included: demotivation, principals' egoism and bureaucratic attitude, financial challenges, socio-cultural and socio-psychological constraints, colleagues' professional jealousy, lack of training, and institutional recognition. Thus, in the four-factor model of teacher leadership, though Sharing Expertise (SE) and Principal Selection (PS) factors proved to be consistent with the study, Sharing Leadership (SL) and Supra-Practitioner (SP) factors were found to be inconsistent. Thus, in light of the theoretical implications, this study offers suggestions for school leaders to bring attitudinal changes toward the TL concept, and in top-down authoritarian practices through Distributive Leadership. Moreover, education authoritarian initiatives are recommended to ensure effective leadership training for school leaders and teachers to a broader extent.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504670
Database: ERIC
FullText Text:
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  Data: Barriers to Teacher Leadership in Bangladeshi Secondary Schools: A Qualitative Study Using the Four-Factor Model
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  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>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Management%22"><i>European Journal of Educational Management</i></searchLink>. 2026 9(1):51-66.
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  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eujem.com; Web site: https://www.eujem.com/
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  Data: 2026
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Motivation%22">Teacher Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Behavior%22">Administrator Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
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  Data: 2642-2344
– Name: Abstract
  Label: Abstract
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  Data: Teacher leadership (TL) significantly promotes school efficiency and academic achievement, and thus, it is essential to focus on multi-level leadership in schools, especially teacher leadership. However, TL development encounters considerable challenges worldwide, notably in Bangladesh. Using thematic analysis as a data analysis tool and the four-factor model of teacher leadership (TL) as a conceptual framework, this qualitative study employed a purposeful sampling of five secondary school teachers and explored the dismal reality of TL practices and their associated impediments to flourishing in secondary schools in Bangladesh. The study revealed several potential barriers to TL development that included: demotivation, principals' egoism and bureaucratic attitude, financial challenges, socio-cultural and socio-psychological constraints, colleagues' professional jealousy, lack of training, and institutional recognition. Thus, in the four-factor model of teacher leadership, though Sharing Expertise (SE) and Principal Selection (PS) factors proved to be consistent with the study, Sharing Leadership (SL) and Supra-Practitioner (SP) factors were found to be inconsistent. Thus, in light of the theoretical implications, this study offers suggestions for school leaders to bring attitudinal changes toward the TL concept, and in top-down authoritarian practices through Distributive Leadership. Moreover, education authoritarian initiatives are recommended to ensure effective leadership training for school leaders and teachers to a broader extent.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 51
    Subjects:
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Teacher Motivation
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Behavior
        Type: general
      – SubjectFull: Collegiality
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      – SubjectFull: Training
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Bangladesh
        Type: general
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      – TitleFull: Barriers to Teacher Leadership in Bangladeshi Secondary Schools: A Qualitative Study Using the Four-Factor Model
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