Development Model of Teacher Leadership Competencies Based on a Thematic Analysis Approach

Abstract

This research was conducted with the aim of presenting a model for the development of teacher leadership competencies based on a thematic analysis approach (Fall 2024). The present study employed a qualitative approach, utilizing semi-structured interviews and credible texts as data collection tools. The sample size reached theoretical saturation with 20 academic experts in the field of leadership, as well as managers and teachers in the education sector, who were purposefully selected as participants. The software used in this research was MAXQDA-2020. The approach utilized was based on thematic analysis as per the method of Attride-Stirling (2011). The findings indicated that the model for developing teacher leadership competencies comprises six dimensions: self-efficacy, teaching-learning, self-leadership, empowerment, professional development, and interpersonal skills. These dimensions encompass 27 components: self-regulation, autonomy, self-empowerment, supervision, training, quality groups, delegation, team building, method improvement, innovation, theorizing, re-engineering, foresight, transparent communication, motivation, collaboration and participation, school climate, school health, self-regulation, succession planning, accountability, self-assessment, content analysis, content regulation, teaching methods, academic progress, and classroom management. The validity of the identified components was examined and confirmed using Guba and Lincoln's four-part criteria. The credibility of the model was also assessed and validated through a focus group. It seems that the attention of education stakeholders to the identified indicators in this research could be beneficial for improving teacher effectiveness.