Conceptualizations of Teacher-leadership in Colombia: Evidence from Policies

Abstract

This study sought to examine the conceptualization of teacher leadership in official education policies in Colombia with the aim of expanding the notion of this concept and providing information on the qualification of teachers in similar contexts. Content analysis was used to analyze documents focused on the recruitment, selection, and evaluation of teachers. The findings show that the concept of teacher leadership is nonexistent in Colombia and that the documents conceptualize leadership in terms of hierarchical figures, leaving aside the role of teachers in school improvement. However, traces of teacher leadership are found in connection to pedagogical leadership, promotion of a culture of evaluation, peacebuilding, and awareness of diversity. The study highlights the need to promote the image of the teacher as a leader and to improve the quality of initial and in-service preparation programs.