The manner in which the teachers can lead are varied just as different teachers in the school community who perform different roles. Teacher leadership is particularly important in strengthening and facilitating the reforms and duties that are necessary for the efficient running of school programmes (Crowther, Ferguson, & Hann, 2009). This study seeks to examine how teachers perceive their leadership practices in one of the private secondary schools in Kazakhstan. The research, therefore, aims to investigate the perception of teachers at High School (pseudonym) which is a private school in the Zhetysu region of Kazakhstan (KZ). High School is an educational institution known for its focus on preparing students for higher education. Students and teachers at High School won many regional, republican and international subject Olympiads. Therefore it is significant to explore teachers’ perceptions of effective leadership and identify the influence it on the educational achievement of the school.

To explore the teachers’ perception of effective teacher leadership more profoundly, We have conducted interviews with High School teachers. The following objectives will be pursued as part of the goals for this study to accomplish the purpose above.

Teacher perception of effective leadership practices is an essential factor in determining how different school activities are run in a well-organised fashion. The teacher perception may also be considered as not only the attitudes that the educators have towards the leadership practices but may also be seen as an integral knowledge that an educator possesses about the subject. Since the teachers are at the centre of the implementation of the best practices, it is imperative to assess their feelings and attitudes on how ideal teacher leaders should conduct themselves when engaging with the students both in class and outside the classroom settings. The teacher attitude is mainly relevant in modern education in which there are unrelenting pressures on schools to improve their student achievement especially as it relates to international competition and other dynamics like changes in the technical environment.  The perception of teachers will determine how they act to accomplish the various tasks and roles that are associated with leadership. Apart from the perceptions of the teachers, effective leadership is also affected by aspects of personal competencies and professional experience.  

1. To discuss teacher leadership as an effective leadership practice in secondary schools
2. To review the acceptable standards of leadership required of teachers in the secondary levels worldwide with a particular emphasis on the practices in Kazakhstani institutions.
3. To investigate the teachers’ perception of effective leadership at High School.
4. To evaluate the teachers’ knowledge of the practices that are required by teachers, regarding the achievement and implementation of effective leadership practices.
5. To assess the teachers’ attitudes towards the leadership roles such as mentoring and coaching, motivation and management of the students’ affairs inside and outside of the class.

In achieving the listed objectives, the study will aim to answer the following questions:

1. Do age, gender and teaching experience affect teachers’ perception of effective teacher leadership?
2. What is teachers’ perception of effective teacher leadership at High School?
3. Are there any effective teacher leadership practices in High School? Moreover, how do effective teacher leadership contribute to better performances at High School?
4. Who do the teachers think is responsible for the various leadership roles in the High School?
5. What do teachers at High School feel about the responsibilities and characteristics of a “teacher–leader”?
6. What are the teacher leadership practices at secondary schools in Kazakhstan?

The study is intended to follow a qualitative approach to collect and analyse data that is relevant to the research. The investigation entails one-on-one interviews with secondary school teachers in Kazakhstan to obtain their views and perceptions regarding the efficient leadership practices in the institutions of learning. The research is designed to evaluate the attitudes of the teachers based on the effective leadership practices that are available in the school environment. At the same time, the research examines the concept of teacher leadership through analysis of the relevant literature from digital and physical libraries to collect and analyse secondary data necessary for supporting the propositions made in the dissertation. The whole study was based on an attempt to obtain a better understanding of High School teachers’ perceptions of leadership at their school. In this pursuit, it seemed the most appropriate to use qualitative case studies. According to Schoch (2020), a case study comprehensively examines a current phenomenon within its natural context. A case study allows for the collection of diverse data types, including interviews, documents, observations, and surveys. It offers a detailed examination of an organization or individual, providing insights into their internal processes and interactions. (Schoch, 2020). As a result, the case study was chosen as a methodology for this study. There are not specific data-collecting instruments for case studies and each researcher must choose which tool is the most appropriate for their study (Cohen et al., 2011). For this particular study, interviews are used as the data collection instrument. The study is designed to interview teachers in High School; the school is situated in South-East Kazakhstan with approximately 30 teachers as the population. “Purposive sampling” type was chosen as a researcher chose the sample for a specific purpose (Cohen et al., 2011). Moreover, the decision to interview teachers who do not hold leadership positions was taken to provide a wider overview of teachers’ perception of effective leadership practices and close the gap. Interviews were decided as an appropriate tool as research questions are related to teachers’ perception of effective leadership practices at High School.

The study has established that effective leadership culture is a core component in the success and development of students. Effective leadership practices displayed by the teachers are necessary for shaping the behaviours of the students that are critical to academic performance. On the same note high levels of efficiency in the running of the school are attained when the school administration employs the proper management and control techniques. Proper management of resources like human (teachers) and finances is at the centre of effective leadership and can be regarded as essential in the optimum achievement of the goals in a school environment. The leadership demonstrated by teachers in and outside the classroom has a significant impact on the lives of the students. The teachers assist in promoting and supporting the appropriate learning processes in schools and hence the improved performance of the learners. As role models to the learners, the teachers must perceive themselves as not only tutors but also as leaders who inspire change and development in the learners. One of the most important aspects that affect the teacher leadership perceptions in Kazakhstan is the centralisation of the educational management structure. The secondary education in the country is characterised by the high centralisation of the leadership structure to enable high accountability in the various processes and responsibilities that are performed for the efficient running of the schools. In retrospect, the teachers at High School can be seen to have varied perceptions of teacher leadership. It can be stated that the teachers at the school recognise and appreciate the role played by effective leadership practices in schools.

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