REFLECTING TO LEAD OR LEADING TO REFLECT: AN INSIGHT INTO THE RELATIONSHIP BETWEEN REFLECTIVE TEACHING AND TEACHER LEADERSHIP

While existing research has established the positive impact of teacher leadership on academic performance and school development, the relationship between reflective teaching and teacher leadership remains underexplored; thus, this study sought to bridge this gap by examining how reflective teaching practices influence teacher leadership, offering fresh insights into teachers’ evolving roles in leading change, breaking boundaries, and transforming schools and universities. Grounded in UNICEF’s Teacher and Education Policy, which advocates teachers’ professional growth and empowerment to meet diverse student needs, the study employed a mixed-methods sequential explanatory design, with data collected through surveys and focus group discussions (FGDs). Guided by Larrivee’s critical reflection framework, correlation and regression analyses revealed a significant relationship between reflective teaching and teacher leadership (F = 5.165; p = 0.025) at the 0.05 level of significance. Thematic analysis of FGD responses further revealed that teacher leaders commonly viewed themselves as “collaborative, passionate, and selfless,” associated reflective teaching with “impact,” and identified “heavy workload and vague policies” as key barriers to its practice. Based on these findings, the study presents key implications and recommendations for strengthening teacher leadership in schools and universities, emphasizing the importance of fostering an environment that supports and sustains a strong culture of reflective teaching.