An exploration into teachers' perceptions on teacher leadership and their motivational levels to engage in leadership roles at school.

Abstract

The purpose of this study was to gain an understanding of teachers’ perceptions on teacher leadership and motivational levels to engage in leadership roles at school. The research study was conducted within a qualitative research paradigm and took the form of a single case study in one secondary school in Newcastle, KwaZulu-Natal. Multi-data collection techniques included semi-structured interviews, a focus group interview, semi-structured and unstructured observations and document analysis.