Teacher leadership in higher education: why not?

Abstract

This phenomenological investigation examined teacher leadership within the context of higher education among novice faculty members with a specialization in educational leadership. These newcomers received informal guidance and support from specific faculty members whom they identified as exemplifying teacher leadership. The core methodology involved in-depth interviews complemented by bridling journal entries, capturing the lived experiences and perceptions of the six participants from six Arab States. Data analysis employed a whole-part-whole approach. Findings suggest three manifestations or themes for teacher leadership, including social enculturation, expertise diffusion, and emotional fitness. The insights gleaned from this study provide a foundation for fostering discourse on teacher leadership development in higher education contexts.

Keywords:

• Teacher leadership
• higher education
• faculty development
• leadership functions
• distributed leadership
• shared leadership

Reviewing Editor:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

Subjects:

• Sustainability Education, Training & Leadership
• Continuing Professional Development
• Higher Education

Introduction

Teacher leadership encompasses the strategic influence wielded by teachers, either independently or collaboratively, to inspire positive changes in teaching methodologies and learning outcomes within their educational communities (Shal et al., 2024a, 2024b, 2024c). This dynamic process extends beyond individual classrooms, as it involves teachers exerting influence on their peers, school administrators, and other members of the educational ecosystem (Ghamrawi et al., 2023a, 2023b, 2023c, 2023d; Nguyen et al., 2020; Wenner & Campbell, 2017). While teacher leadership has been recognized as key for teacher satisfaction (Ghamrawi & Abu-Tineh, 2023; Wiens et al., 2024), the overarching goal is to enhance student learning and achievement (Li & Liu, 2022; Shen et al., 2020). Teacher leadership involves intentional development efforts focused on three key areas: individual development, collaborative or team development, and organizational development (Ghamrawi et al., 2023a, 2023b). Teachers, in their roles as leaders, actively contribute to the growth and improvement of their colleagues, fostering a collaborative culture that transcends individual classrooms and impacts the broader organizational framework (Ghamrawi, 2010, 2011). This collaborative endeavor is driven by a commitment to continuous improvement, promoting a collective responsibility for the advancement of teaching and learning practices (Ghamrawi, 2013a, 2013b, 2013c; Ghamrawi et al., 2013).

Despite the wealth of research illuminating the pivotal role of teacher leadership within K-12 educational settings, a notable gap exists in the exploration of teacher leadership within the higher education landscape. While the literature has extensively explored the influence and impact of teacher leaders in primary and secondary schools, there is a dearth of comparable studies focusing on higher education contexts (Balwant, 2016). Consequently, this scarcity in research underscores the need for comprehensive investigations that specifically address the complexities and contributions of teacher leadership within higher education, shedding light on its potential benefits and challenges in shaping academia at the tertiary level.

This study aimed to bridge the existing gap in the literature by concentrating on the lived experiences of novice faculty members who thought that teacher leaders within their respective higher education settings supported them. While the majority of research on teacher leadership has been centered on K-12 environments, this study provides a much-needed perspective by exploring teacher leadership within the specific context of higher education. Through this exploration, the study aspires to contribute valuable insights to the literature, addressing the gap in understanding teacher leadership’s critical role in higher education. As such, the study was guided by the following research questions:

1. What roles do teacher leaders in higher education assume, as perceived by novice faculty members?

2. What characteristics do teacher leaders in higher education assume, as perceived by novice faculty members?

Literature review

Conceptualizing teacher leadership

Nguyen et al. (2020) underscore the inherent complexity in defining teacher leadership (TL). Indeed, the definition of TL manifests across diverse levels, encompassing both formal and informal dimensions (Lovett, 2023). Actually, numerous scholarly inquiries have grappled with delineating TL from varied perspectives. As a result, a dichotomy exists in the conceptualization of teacher leadership, where teacher leaders are observed in either formal or informal positions. Some studies localize teacher leadership to formal positions such as department chairs or curriculum leaders, or the adoption of formal titles like mentor, master teacher, board members, head of committee, etc. (Darling-Hammond et al., 1995; Katzenmeyer & Moller, 2009). These formal roles provide avenues for them to assist other teachers in enhancing performance, participating in decision-making, contributing to the development of learning communities, and providing crucial professional development (Murphy, 2005; Zepeda, 2011).

Research has expanded the comprehension of TL, broadening its role from administrative contexts to professional influence and extending its scope from the classroom to diverse learning communities. However, the absence of a clear, shared definition among researchers persists (Lovett, 2023). Ghamrawi (2011) posits that teachers display leadership beyond the classroom by engaging in decisions related to educational administration. Likewise, Meyer et al. (2022) perceive TL as a form of collective leadership that evolves through influencing colleagues and cultivating expertise collaboratively, resonating with Fairman and Mackenzie (2015), who view TL as the capacity to inspire colleagues, share knowledge, address classroom challenges, and demonstrate enthusiasm for continuous learning. Harris and Muijs (2004) also suggest that TL involves roles for teachers both within and beyond the confines of the classroom.

Following a thorough examination of existing definitions, Schott et al. (2020) strongly advocate for a definition emphasizing TL as a process of influencing others, encompassing critical elements such as independence from a formal position and a focus on student development. Consensus among researchers indicates that teacher leaders possess the potential to enhance teaching, learning, the school environment, and the teaching profession (Khan & Malik, 2013; Nappi, 2014; Uribe-Florez et al., 2014). Despite numerous attempts to articulate the concept of teacher leadership and the literature’s endorsement of its centrality in school improvement, there remains a notable gap in widespread understanding among educators themselves (Helterbran, 2010, p. 2). Brenneman (2015) laments the persistent ambiguity surrounding teacher leadership, asserting that, while widely acknowledged, it remains an elusive and undefined concept (p. 1).

In the context of this study, we align ourselves with the perspective put forth by Schott et al. (2020) in their definition of teacher leadership. This characterization views teacher leadership as the capacity of teachers to influence their colleagues, emphasizing that this influence may extend beyond formal leadership positions. In essence, our endorsement of this definition underscores the belief that teacher leadership is not constrained by formal titles or positions but is instead rooted in the inherent ability of teachers to exert a positive influence on their peers.

While the body of literature on teacher leadership (TL) in K-12 education is extensive, there is a distinct lack of research specifically addressing TL within higher education institutions (HEIs) (Koeslag-Kreunen et al., 2018; Zhang et al., 2021). University faculty members are generally appraised for three dimensions: research, teaching, and service. Recognition for achievements in these areas is an expected norm within HEIs. This study specifically focuses on 'regular teaching faculty,' whose primary emphasis is on teaching. Both the novice faculty members and their teacher leaders fell into this category. Given the parallels with K–12 teachers, the extensive research available on K–12 teacher leadership (TL) serves as a valuable reference for investigating TL within HEIs. Consequently, the initial segment of the literature review delves into K–12 TL before transitioning to an exploration of TL within HEIs.

Teacher leadership in K-12

In K-12 school settings, Ghamrawi (2013b) identified 15 leadership roles for teacher leaders that are not necessarily tied to formal leadership positions. These encompass serving as resource providers, instructional specialists, curriculum specialists, classroom supporters, learning facilitators, mentors, influencers, data coaches, learners, change agents, student counselors, community liaisons, cultural developers, dexterous communicators, and policy advocates. Ghamrawi’s (2013b) list demonstrates noticeable overlap with studies conducted globally, including those by Chen (2022), Killion and Harrison (2017), Lumpkin (2016), and Nguyen et al. (2020). The details of those 15 roles are presented in Table 1.

Table 1. Informal roles of teacher leaders in K-12 settings.

TL role	Description
Resource Providers	Ensure that colleagues have access to the necessary tools and materials for effective teaching.
Instructional Specialists	Offer expertise and guidance to enhance teaching methods and strategies.
Curriculum Specialists	Contribute insights to the development and improvement of educational curricula.
Classroom Supporters	Provide assistance and encouragement to fellow educators, fostering a collaborative and supportive teaching environment.
Learning Facilitators	Create opportunities for continuous professional development among peers.
Mentors	Guide and support less experienced educators, sharing knowledge and insights.
Influencers	Inspire positive change within the educational community.
Data Coaches	Assist colleagues in the analysis and interpretation of data to inform teaching practices.
Learners	Actively position themselves as perpetual learners, engaging in ongoing professional development to stay abreast of educational advancements.
Change Agents	Drive positive transformations within the educational landscape.
Student Counselors	Extend support to students not only academically but also as counselors, offering guidance and assistance.
Community Liaisons	Bridge the gap between the school and the broader community, fostering positive relationships and collaboration.
Cultural Developers	Act as cultural developers, promoting inclusivity and diversity within the educational setting.
Dexterous Communicators	Use strong communication skills to convey ideas and foster understanding among colleagues.
Policy Advocates	Advocate for policies that align with the best interests of the teaching profession and student success.

In K-12 settings, the literature highlights five essential components for teacher leadership, including ‘school culture, school structure, principal leadership, peer relationships, and person-specific factors’ (Nguyen et al., 2020, p. 68). Of these, school culture is particularly significant, as evidenced in foundational reviews on teacher leadership, playing a pivotal role in cultivating the development and readiness of educators for leadership positions (Wenner & Campbell, 2017). The literature further suggests that cultures conducive to teacher leadership facilitate the active involvement of teacher leaders in school-wide initiatives focused on learning, inquiry, and reflective practices (Ghamrawi, 2023; Szeto & Cheng, 2018). Additionally, positive relationships with peers, the leadership styles of principals, and the organizational structures of schools also played critical roles in teacher leadership development (Al-Jammal & Ghamrawi, 2013, 2015; Ghamrawi & Al-Jammal, 2014; Nguyen et al., 2020; Shal et al., 2018a, 2018b, 2019, 2024a, 2024b, 2024c). A supportive, transparent, and flexible structure is identified as crucial for nurturing teacher leadership and fostering an environment where innovation can flourish, acknowledging and valuing the contributions of teachers. This aligns with broader literature advocating for flattened hierarchies, fostering collaborative cultures that promote initiatives, encourage risk-taking, and ultimately empower teachers to assume leadership roles (Ghamrawi et al., 2023d).

Teacher leadership in HEIs

Within Higher Education Institutions (HEIs), there is a tension between the realms of research and teaching (Kinnunen et al., 2023). HEIs are often seen as entities primarily dedicated to research, highlighting their involvement in teaching as a secondary aspect. This reasoning clarifies why leadership within HEIs has historically been investigated independently of pedagogical considerations (Ekman et al., 2018). This also justifies why teacher leadership as a term has rarely been noted in the literature of HEIs.

The primary focus in the literature is directed towards senior academic leaders in managerial capacities who positively contribute to the enhancement of teachers’ innovative capabilities (Smith et al., 2012). There are several leadership concepts in the literature of higher education that describe and address the leadership of teaching and learning (Kinnunen et al., 2023). The pivotal themes in discussions under this title predominantly revolve around faculty leadership (Tsoh et al., 2019), academic leadership (Karaferye, 2017), educational leadership (Aung & Hallinger, 2023), departmental leadership (Esen et al., 2020), distributed leadership (Vuori, 2019), and transformational leadership (Lodders & Meijers, 2017). A less used term is teacher leadership (Zhang et al., 2021).

The literature on effective leadership in Higher Education Institutions (HEIs) has extensively highlighted essential qualities and characteristics associated with successful leadership practices. Notably, these attributes encompass a clear sense of direction and strategic vision (Leal Filho et al., 2020). Furthermore, emphasis has been placed on qualities such as consideration, fairness, and integrity in interactions with academic staff (Khan et al., 2023). Trustworthiness and personal integrity are identified as foundational elements for effective leadership (Ghamrawi & Tamim, 2023). The importance of open communication and fostering a collaborative environment through inclusive decision-making processes has also been underscored (Crawford, 2023). It is worth noting that the literature primarily associates these leadership attributes with senior leadership positions, rather than explicitly linking them to teacher leadership roles.

Theoretical framework

Teacher leadership lacks a definitive, universally accepted definition in the literature (Cosenza, 2015; Schott et al., 2020). While some researchers, such as Bolman and Deal (1991) and Smylie and Brownlee-Conyers (1992), limit the concept to formal leadership positions within schools, others, including Ghamrawi (2010), associate it with roles focused on educational reform. Harrison and Killion (2007, cited in Ghamrawi, 2013a) identified ten leadership roles for teacher leaders, including resource providers, instructional specialists, curriculum specialists, classroom supporters, learning facilitators, mentors, school team leaders, and data coaches, which align with the findings of Chen (2022), Bond (2022), and Lumpkin (2016). In some Arab states, teacher leadership is similarly perceived as extending beyond formal positions. For instance, Ghamrawi (2013a) identified 15 roles for teacher leaders in Lebanese P-12 settings, such as resource provider, instructional specialist, and policy advocate. Collectively, these studies suggest that teacher leadership involves influencing the broader school community and contributing to school reform initiatives while remaining in the classroom, as described by Cherkowski (2018) and Harris (2020). This conceptualization of teacher leadership is particularly endorsed by this study and is explored within the context of higher education institutions.

Method

This study employed a phenomenological research design to explore the lived experiences of novice faculty members in higher education. Phenomenology is a qualitative research approach focused on exploring and understanding the essence of human experiences through an in-depth examination of intentional consciousness and the subjective perspectives of individuals (Vagle, 2018). The phenomenological approach was chosen for its focus on intentionality, consciousness, and the first-person perspective, aligning with the study’s goal of uncovering the essence of individuals’ experiences (Dahlberg et al., 2008).

Utilizing in-depth, semi-structured interviews with purposively selected novice faculty members, the research aimed to capture rich narratives and reflections. To complement the qualitative data, a bridling journal was incorporated, offering participants a reflective tool to express personal insights, emotions, and additional contextual details as recommended by Dahlberg et al. (2008). Bridling is characterized by embracing an open perspective, carefully examining the researcher’s involvement with the phenomenon, and consistently reflecting on the evolving meanings throughout the research process (Dahlberg & Dahlberg, 2019). It involves setting aside pre-existing understandings and serves as a measure to prevent drawing conclusions prematurely (Dahlberg et al., 2008).

Participants

The study participants comprised novice faculty members with 3–6 years of experience, affiliated with a virtual community for educators in the Arab States region. This community, encompassing K-12 teachers, school principals, trainers, faculty members, and educational consultants, served as a platform for resource sharing, participation in synchronous and asynchronous webinars, and collaborative discussions on relevant issues through discussion boards.

Following the delivery of a webinar titled ‘Mentoring and Coaching in Higher Education’ by one of the researchers, attended by 12 faculty members, a discussion ensued regarding the valuable support provided by colleagues who, without formal assignment, offered guidance, mentoring, and coaching. The researcher, prompted by this discourse, engaged with participants to explore their experiences with teacher leaders who played pivotal roles in their academic journeys.

Subsequently, upon receiving positive feedback, the researcher sought permission from the community administration to extend an invitation to all faculty members with the following criteria: (1) Novice (3–6 years of experience); (2) specialized in educational leadership; and (3) with at least one publication on teacher leadership (K-12 or HEIs). Invitations included detailed consent forms outlining the study’s purpose, assurances of anonymity, and other relevant information. The decision regarding inclusion criteria was determined by two assumptions. The initial assumption posited that novice faculty members are more likely to receive support from their peers compared to mid- or late-career faculty. The second assumption presumed that faculty specializing in educational leadership, with published work on teacher leadership, share a common language and understanding of what constitutes teacher leadership. This, in turn, contributes to the validity of the study.

Of the 14 faculty members from ten countries identified by the community administration as meeting the criteria, eight expressed interest initially. However, two declined due to scheduling constraints. Consequently, the final sample included six participants from six Arab countries. The characteristics of participants are presented in Table 2.

Table 2. Characteristics of the sample.

Participant	Pseudonym	Sex	Age	Country	Years of Experience in HEI	Rank	Nationality	University
1	Sara	M	38	Lebanon	5	Assistant Professor	Lebanese	Private
2	Lara	F	41	Jordan	6	Assistant Professor	Jordanian	Private
3	Sami	F	34	Qatar	6	Assistant Professor	Qatari	Private
4	Fadi	F	30	Saudi Arabia	3	Instructor	Syrian	Public
5	Naya	M	34	United Arab Emirates	4	Instructor	Egyptian	Public
6	Huda	M	42	Morocco	5	Assistant Professor	Moroccan	Public

Data collection

A combination of semi-structured interviews and bridling journal entries was employed to gather comprehensive understanding of the lived experiences of novice faculty members. The semi-structured interviews focused on understanding the roles and functions of teacher leaders in HEIs as perceived by participants. Each participant was interviewed three times via Google meet for 30–40 minutes each time; thus, a total of 18 interviews comprised raw data for this study. Additionally, bridling journal entries, inspired by the recommendations of phenomenological researchers such as Dahlberg et al. (2008) played a crucial role in maintaining openness and humility throughout the research process. The initial bridling statement was written before data collection and outlined what researchers’ thoughts about teacher leaders’ characteristics, roles, and functions in HEIs based on their own experiences. Subsequent entries, created after each data collection event, were compared to the initial statement, allowing the researchers to discern differences and similarities, question assumptions, and refine initial conclusions about the investigated phenomenon.

The interview protocols were deliberately open-ended, featuring general prompts centered around participants’ encounters with teachers they perceive as possessing teacher leadership qualities. These prompts included inquiries such as: (a) How did you come across the university professor that you consider a teacher leader? (b) What specific actions did he/she undertake? (c) What statements or expressions did he/she make? and (d) What attributes do you believe characterize him/her as a teacher leader? In addition to these overarching prompts, questions were customized for each interviewee based on their responses in prior interviews, aiming to delve deeper into their articulated experiences. For instance, follow-up questions for one interviewee focused on the theme of empowerment and risk-taking, while for another interviewee, specific inquiries were tailored to emotional support and wellbeing.

To sum up, the whole-part-whole analysis was a continuous process in the study, involving simultaneous and iterative data gathering and examination. All interviews, except the initial, were shaped by the data that was gathered from the previous interview. Therefore, each interview protocol, except for the first one, differed from the others, providing a deep understanding of the phenomenon based on participants’ lived experiences.

Data analysis

Data was analyzed using whole-part-whole analysis approach as recommended by scholars such as Dahlberg et al. (2008), Englander and Morley (2023), Vagle (2019), and van Manen (1990). Following this analytical approach the researchers followed three sequential steps. Upon the conclusion of data collection, a meticulous reading approach was employed for each participant’s interviews to uncover initial themes and gain insight into the evolving understanding and categorization of the phenomenon under investigation. Subsequently, the analysis progressed to a line-by-line examination, concentrating on the individual components, with the aim of refining and consolidating initial themes into definitive ones. Finally, the analysis culminated in a comprehensive overview of the entire structure of the phenomenon of interest, verifying its alignment with the identified themes and their organization. This analysis revealed three distinct manifestations or themes (van Manen, 1990), forming the core structure of the phenomenon of interest: teacher leadership in HEIs.

Findings

Three manifestations or themes were revealed pertaining to the phenomenon of interest: teacher leadership in HEIs. Themes included: (1) social enculturation; (2) expertise diffusion; and (3) emotional fitness.

(1) Social Enculturation

Through the perspectives of participants, teacher leaders in HEIs were fulfilling the role of social enculturation. We use this term to encompass all activities undertaken by teacher leaders to assist new faculty in integrating into the academic community and navigating the intricacies of their induction. Within this role, two key functions were identified for teacher leaders: (a) providing general orientation at the institutional level; and (b) offering specific orientation at the departmental level.

a) providing general orientation at the institutional level

In more details, teacher leaders in HEIs engage in a variety of activities aimed at providing general orientation at the institutional level. These activities, as reported by participants, voluntarily played a pivotal role in familiarizing new faculty members in conveying essential information that forms the foundation for new faculty engagement within the academic community. Sami emphasized the importance of these sessions, stating, ‘That colleague came and provided me with valuable general orientation that put me on the right track. She truly provided a comprehensive overview of the institution’s mission and values, what is to be avoided, and what is expected, thus, setting the tone for my academic journey’ (Interview 1).

Moreover, the significance of teacher leaders in fostering an appreciation for the institution’s culture emerged in the study. Lara, one of the participants, provided a personal testament to the invaluable role played by a teacher leader in her academic journey. In her own words, Lara stated, ‘That colleague that I view as a teacher leader supported me in delving into the cultural fabric of the institution, helping me grasp the nuances that defined the academic environment of my institution’ (Interview 2). Lara’s testimony underscores the pivotal function of teacher leaders in not only disseminating institutional policies but also actively facilitating an immersion into the unwritten rules, social dynamics, and shared values that collectively shape the unique academic milieu.

Furthermore, the role of teacher leaders extends beyond the communication of institutional values; they prove to be indispensable in offering practical guidance concerning the practical aspects of academic life. Naya’s firsthand account vividly illustrates this aspect as she recounted, ‘In my case, the teacher leader offered practical advice and shared her experience, helping me navigate the complex administrative processes and daily academic responsibilities’ (Interview 1). Naya’s experience highlights the tangible support provided by teacher leaders in translating institutional expectations into actionable steps for new faculty. This not only facilitates a smoother integration into the academic community but also empowers new faculty members with a deeper understanding of the day-to-day challenges and responsibilities they may encounter.

Furthermore, findings highlight the pivotal role of teacher leaders as not only purveyors of information but also as motivational guides, instilling a profound sense of commitment and pride in new faculty members towards the institution’s mission. Huda’s reflections on her experience encapsulate this motivational aspect as she articulated, ‘The teacher leader not only provided me with necessary information but also instilled in me a sense of pride and commitment to the institution’s mission, motivating me to actively contribute to its academic goals’ (Interview 3). Huda’s input underscore the transformative influence of teacher leaders, transcending the mere transmission of facts and policies to cultivate a genuine connection with the institution’s overarching purpose. The motivational guidance offered by teacher leaders spark a heightened sense of purpose and dedication among new faculty members, fostering an environment where they feel inspired to actively participate in achieving the institution’s academic objectives. This motivational dimension,

b) offering specific orientation at the departmental level

Teacher leaders were perceived as playing a crucial role not only in providing orientation at the institutional level but also at the departmental level. The study’s findings underscore the pivotal role of teacher leaders in facilitating the integration of new faculty members within the department by actively promoting introductions and connections with fellow colleagues. Sara, acknowledged the significance of this aspect, stating, ‘The teacher leader played a crucial role in connecting me with colleagues in the department, making me feel welcomed and fostering a collaborative environment from the very start’ (Interview 2). This highlights how teacher leaders serve as catalysts for building a sense of camaraderie among faculty members, ensuring that new arrivals swiftly become acquainted with their colleagues, fostering a supportive network within the department.

Another participant, Fadi, echoed this sentiment, noting, ‘The introductions facilitated by the teacher leader paved the way for meaningful collaborations and partnerships within the department, enhancing both my professional and personal experience as a new faculty member’ (Interview 1). This finding emphasize the instrumental role teacher leaders play in establishing a sense of community within the department, not only aiding in the quick assimilation of new faculty but also contributing to the creation of a collaborative and inclusive academic environment. In the same vein, Lara, emphasized expressed, ‘The informal meet-and-greet sessions orchestrated by the teacher leader were instrumental in breaking the ice and creating a relaxed atmosphere, allowing us as new faculty to connect with colleagues on a personal level’ (Interview 2). That is to say, teacher leaders, through the facilitation of informal gatherings, contribute significantly to the social fabric of the department, fostering a culture of openness and collaboration, and creating a supportive and inclusive community for new faculty members within the department.

On the other hand, findings shed light on the indispensable role played by teacher leaders in offering support for the seamless integration of new faculty members into departmental administrative processes. Naya, expressed gratitude for the assistance, stating, ‘The support provided by the teacher leader in navigating departmental administrative processes was invaluable; it demystified complexities and helped me acclimate to the department’s procedures’ (Interview 2). This highlights how teacher leaders serve as guides, offering practical assistance to new faculty members, thereby mitigating potential challenges associated with administrative tasks. Sami, echoed this, noting, ‘The support I received in understanding departmental flow of work and protocols from the teacher leader was crucial; it allowed me to focus on my academic responsibilities with confidence’ (Interview 3). This finding underscores the proactive role of teacher leaders in not only providing informational support but also fostering a sense of reassurance and empowerment among new faculty members as they navigate the intricacies of departmental administrative processes.

(2) Expertise Diffusion

Through the perspectives of participants, teacher leaders in HEIs were fulfilling the role of expertise diffusion. We use this term to encompass all activities undertaken by teacher leaders to assist new faculty in integrating their specialized knowledge and skills into the academic community. Expertise diffusion, as observed through participant perspectives, encapsulates a myriad of actions and initiatives aimed at equipping new faculty with the intellectual tools necessary for success. This includes, but is not limited to, providing insights into innovative teaching methodologies, sharing practical strategies for effective research, and disseminating discipline-specific knowledge.

Within this role, three key functions were identified for teacher leaders: (a) facilitating digital proficiency; (b) uncovering professional growth opportunities; and (c) fostering community involvement.

a) facilitating digital proficiency

Findings illuminate the instrumental role of teacher leaders in facilitating digital proficiency among new faculty members within HEIs. Through targeted initiatives and support, teacher leaders emerged as key facilitators in equipping new faculty with the necessary digital skills. One participant, Huda, highlighted this, stating, ‘The guidance provided by the colleague who played the role of a teacher leader in my case supported me in understanding the digital tools endorsed by the university. This helped me integrate smoothly into the digital academic landscape of the university’ (Interview 2). In the same vein, Sara, emphasized the significance of this support, stating, ‘The teacher leader created a conducive environment for learning and experimentation with digital tools, fostering confidence and adaptability in utilizing technology for both teaching and research’ (Interview 2). This underscores the transformative impact of teacher leaders in fostering digital proficiency, emphasizing their role as crucial contributors to the technological acumen of faculty within the academic setting.

b) Uncovering professional growth opportunities

Findings shed light on the role of teacher leaders in uncovering professional growth opportunities for their colleagues. Teacher leaders emerged as proactive guides, unveiling various avenues for the continuous development of faculty members. Fadi, remarked on this aspect, stating, ‘The teacher leader not only shared insights into ongoing professional development programs but also actively encouraged and facilitated our participation, opening doors to opportunities that contributed significantly to my academic growth’ (Interview 3). The study shows that teacher leaders played a pivotal role in connecting new faculty with networks, conferences, and workshops that aligned with their areas of interest and expertise. Another participant, Naya, emphasized the impact, stating, ‘Through their guidance, teacher leaders revealed diverse opportunities for collaboration and presented a roadmap for advancing our professional trajectories within the institution’ (Interview 2). These quotations underscore the proactive and empowering role of teacher leaders in uncovering professional growth opportunities, contributing substantially to the career advancement and enrichment of new faculty members.

(c) fostering community involvement

Findings illuminate the crucial role of teacher leaders in fostering community involvement among faculty members. They were identified as architects of a collaborative and inclusive academic environment, actively encouraging and facilitating the integration of new faculty into the broader institutional community. Participant feedback underscored the significance of this role, with Sami stating, ‘The teacher leader played a key role in fostering community involvement by initiating activities that allowed me to connect with colleagues across departments, creating a sense of unity and shared purpose’ (Interview 2). So, teacher leaders as catalysts for community-building initiatives, from organizing networking events to involving new faculty in committees and outreach programs. Lara, another participant, emphasized this, saying, ‘The teacher leader instilled in me the importance of community engagement, motivating me to actively participate in academic and community initiatives that enriched my overall experience within the institution’ (Interview 3). Thus, teacher leaders play a key role in fostering community involvement, contributing to the creation of a vibrant and interconnected academic community.

(3) emotional fitness

Through participants’ lenses, teacher leaders in HEIs were assuming the role of emotional fitness providers. We use this term to encompass all activities undertaken by teacher leaders to assist new faculty in supporting the emotional wellbeing of newcomers within the academic environment, thus supporting and enhancing their emotional resilience.

Within this role, two key functions were identified for teacher leaders: (a) offering resilience-building strategies; and (b) supporting an inclusive emotional climate.

a) offering resilience-building strategies

Teacher leaders in HEIs were actively engaged in offering resilience-building strategies, as revealed through the perspectives of participants. Sara, emphasized the importance of this aspect, stating, ‘The teacher leader not only empathized with the challenges we faced but also provided practical strategies for building emotional support, which proved invaluable in navigating the demands of our context’ (Interview 3). So, teacher leaders played a proactive role in equipping new faculty with tangible tools to enhance their emotional wellbeing. Another participant, Naya, echoed this, expressing, ‘The supporting strategies shared by the teacher leader were instrumental in helping me maintain balance and perspective during challenging times, contributing significantly to my overall wellbeing’ (Interview 3). Thus, teacher leaders seem to be playing an impactful role in not only acknowledging the emotional challenges faced by new faculty but also actively empowering them with strategies to confront these challenges and cultivate resilience within their academic context.

(b) supporting an inclusive emotional climate

Teacher leaders in HEIs played a pivotal role in cultivating and sustaining an inclusive emotional climate within the academic community, as perceived through the perspectives of participants. The nuanced approach employed by teacher leaders encompassed a commitment to acknowledging and embracing diverse perspectives, ensuring that the mosaic of voices within the academic community was recognized and valued. Huda, one participant, provided insight into this inclusive approach, noting, ‘The teacher leader actively promoted inclusivity by not only recognizing the diversity of perspectives but also creating spaces for open dialogue where I felt heard and valued within our academic community’ (Interview 3). In other words, teacher leaders make intentional efforts to foster an environment where every faculty member, regardless of background or perspective, felt a genuine sense of belonging. Likewise, Sami, shared a similar experience, stating, ‘The inclusive practices led by the teacher leader made a significant impact on my emotional wellbeing; it reinforced a culture of respect and support’ (Interview 3). Thus, teacher leaders were involved in instilling inclusivity, and contributing to a harmonious and emotionally supportive climate within the academic community.

Discussion

This study explored teacher leadership in HEIs based on phenomenology, focusing on the lived experiences of novice faculty members specialized in educational leadership. These individuals received guidance and support from specific faculty members whom they perceived as embodying the qualities of teacher leadership. Findings suggest that teacher leadership was manifested through three constructs, social enculturation, expertise diffusion, and emotional fitness. The discussion below refers to studies addressing leadership in higher education in general, rather than specifically focusing on teacher leadership in HEIs due to limited literature on the latter. Additionally, the discussion draws comparisons with findings from the literature on teacher leadership in K-12 settings. As previously mentioned, all the faculty members involved in this study, and the faculty members they identified as teacher leaders, were regular teaching faculty.

To start with the first role, social enculturation, the study suggests that teacher leaders in HEIs are identified as key contributors to social enculturation, encompassing activities that assist new faculty in integrating into the academic community. The teacher leaders fulfill this role by providing both general orientation at the institutional level and specific orientation at the departmental level. At the institutional level, teacher leaders play a crucial role in familiarizing new faculty with essential information, fostering an appreciation for the institution’s culture, and offering practical guidance for academic life. They go beyond disseminating policies, providing motivational guidance that instills commitment and pride in the institution’s mission. Moreover, this study suggests that at the departmental level, teacher leaders facilitate integration by promoting introductions, fostering camaraderie among colleagues, and offering support in navigating administrative processes.

While the literature acknowledges the significance of social enculturation in Higher Education Institutions (HEIs) for new faculty members, it does not necessarily link it to teacher leadership roles, yet it suggests that the process of acclimating to academia is demanding. In fact, the literature suggests that the process of socialization is integral for newcomers and that it can be both challenging and frustrating for them (Kovarik et al., 2018). Studies have also suggested that newcomers report feelings of isolation and encounter high levels of stress, low job satisfaction, and ambiguity in their roles in their initial years of appointment (Boman et al., 2013). Additionally, research suggests that new faculty members commonly struggle to establish collegial relationships (Bano & Fitzgerald, 2023). In the same vein, according to Webber (2021), there was a correlation between faculty satisfaction and communication within universities and departments, as well as mentoring and interaction among colleagues.

This study attributes the role of facilitating the enculturation process for new faculty members to university professors who serve as teacher leaders. These teacher leaders play a crucial role in guiding and mentoring new faculty members as they navigate the academic landscape, helping them adapt to the institutional culture, norms, and expectations. It suggests that teacher leaders are pivotal in creating a collaborative and inclusive academic environment, ensuring a smooth assimilation of new faculty into both the institutional and departmental contexts.

On the other hand, the study suggests that teacher leaders in HEIs contribute to expertise diffusion among new faculty members. Through this role, they aid newcomers in integrating their specialized knowledge and skills into the academic environment effectively. Teacher leaders play a pivotal role in guiding new faculty members through the minutiae of digital proficiency, providing support and resources to enhance their technological skills. Through targeted initiatives and personalized guidance, teacher leaders empower new faculty to navigate the digital landscape of academia with confidence and adaptability. The literature suggests that faculty members in higher education often encounter frustration when dealing with and managing technologies (Alnoor et al., 2020). Halupa and Bolliger (2020) described this phenomenon as 'technology fatigue’ and 'technostress’, while Okonoda et al. (2017) asserted that it results in either ineffective or no use of technology. While the literature suggests that faculty members at all stages of their careers should receive support in terms of technology leadership (Ghamrawi & Tamim, 2023), this study partially attributes this responsibility to teacher leaders, especially concerning novice faculty members.

Furthermore, the study highlights the proactive nature of teacher leaders in uncovering and facilitating professional growth opportunities for their colleagues. By sharing insights into ongoing professional development programs and actively encouraging participation, teacher leaders enable new faculty members to engage in continuous learning and advancement. They serve as catalysts for networking and collaboration, connecting individuals with relevant resources, networks, conferences, and workshops aligned with their areas of interest and expertise. This proactive approach not only enriches the professional trajectories of new faculty members but also fosters indirectly a culture of lifelong learning and growth within the institution. The literature highlights the importance of recognizing new faculty involvement in professional development activities, suggesting that a collaborative approach allows for better start-ups (Boman et al., 2013; MacPhail et al., 2019; Shagrir, 2013). This study underscores the pivotal role played by teacher leaders in HEIs in terms of guiding and mentoring their peers, particularly new faculty members, as they navigate the complexities of their new roles. Through their expertise, experience, and commitment to professional development, teacher leaders serve as catalysts for fostering a culture of collaboration, innovation, and continuous improvement within the academic community. They provide valuable insights, share best practices, and offer support to their colleagues.

Moreover, the study emphasizes the role of teacher leaders as architects of a collaborative and inclusive academic community. Beyond individual mentorship, teacher leaders initiate community-building activities and initiatives that promote unity and shared purpose among faculty members. By organizing networking events, involving new faculty in committees, and facilitating outreach programs, teacher leaders foster a sense of belonging and interconnectedness within the institution. Their efforts create a vibrant and supportive environment where new faculty members can thrive professionally and personally, ultimately contributing to the overall success and vitality of the academic community. The literature, in the same vein, suggests that faculty members seek to become part of communities that not only support their professional growth but also help them become part of micro cultures within their institutions (Mooney, 2018) which impact educational and organizational changes. Again this study suggests a role for teacher leaders in bringing faculty members into such communities, guiding them through the process of integration and facilitating their involvement within the institution.

Another finding from this study pertains to the role of teacher leaders in HEIs as providers of emotional fitness for new faculty members. Teacher leaders undertake various activities aimed at supporting the emotional wellbeing of newcomers, thus enhancing their resilience within the academic environment. Two key functions within this role were identified: offering resilience-building strategies and supporting an inclusive emotional climate. Teacher leaders actively engage in providing practical strategies for building emotional support, empowering new faculty members to navigate challenges and cultivate resilience. Additionally, they play a pivotal role in cultivating an inclusive emotional climate by acknowledging and embracing diverse perspectives, creating spaces for open dialogue, and fostering a culture of respect and support within the academic community. In parallel, the literature strongly advocates for the importance of a psychologically safe environment to facilitate effective functioning in higher education academia (Cherkowski et al., 2021). Studies prioritize holistic wellbeing, integrating emotion as a fundamental aspect of leadership practice in HEIs, emphasizing the inseparability of emotional influence on all organizational actions (Ashkanasy & Dorris, 2017; Cameron, 2012; Cherkowski et al., 2021). This study advances these findings by not only highlighting their significance but also proposing a role for teacher leaders in their implementation.

Conclusion

In conclusion, this study sheds light on the vital importance of TL in HEIs in fostering social enculturation, expertise diffusion, and emotional fitness among novice faculty members. The profound influence of TL on novice faculty members has been remarkable, acting as an indispensable support system and beacon of hope by effectively transforming their areas of insecurity into bastions of security, thereby alleviating their concerns and uncertainties. Through the guidance and mentorship provided by teacher leaders, novice faculty members have found themselves equipped with the necessary tools and resources to navigate the challenges of their new roles with confidence and resilience. This transformative effect underscores the significant role that TL plays in fostering a nurturing and supportive environment within academia, ultimately contributing to the professional growth and success of faculty members. This transformation has been facilitated by university faculty members acting voluntarily and without formal appointment, driven solely by their altruistic desire to offer assistance and support.

This study primarily focused on examining the role of teacher leaders in higher education institutions, particularly among novice faculty members. However, future research should broaden its scope to encompass faculty members across all career stages to gain comprehensive insights into the diverse roles, challenges, and contributions of teacher leaders throughout their academic careers. Moreover, given the reliance on self-reported data in this study, potential participant biases may have been introduced, suggesting that incorporating data triangulation in future research could enhance the validity and reliability of findings. Nevertheless, the transparent approach and detailed methodology adopted in this study may justify recommendations for higher education institutions to endorse teacher leadership, as it fosters a collaborative and innovative academic environment. Supporting faculty in leadership roles can significantly enhance professional development, improve teaching practices, and drive educational reforms to benefit the entire academic community.

In all cases, based on the study findings, it is legitimate to echo Katzenmeyer and Moller (2009) and ask: Should we awaken the sleeping giant in higher education and cultivate faculty members as teacher leaders?

Informed consent

All participants in this study were informed of the purpose of the study and how data will be used. They were assured that their identities would remain anonymous across the study.

Acknowledgements

Open Access funding provided by the Qatar National Library.

Data availability statement

Data associated with this study are not made available for confidentiality reasons.

Disclosure statement

No potential competing interest was reported by the authors.

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Notes on contributors

Norma Ghamrawi

Norma Ghamrawi is a full professor of educational leadership, and programs coordinator at the College of Education, Qatar University.

Reem Khalid Abu-Shawish

Reem Khalid Abu-Shawish is an associate professor of educational sciences, and Head of the Department of Educational Sciences at the College of Education, Qatar University.

Tarek Shal

Tarek Shal is a research assistant professor at the Social and Economic Survey Research Institute (SESRI) at Qatar University.

Najah A. R. Ghamrawi

Najah A. R. Ghamrawi is a full professor of educational psychology at the Faculty of Education, Lebanese University.