Teacher Leadership in Nonformal Primary Education of Bangladesh

Teacher Leadership in Nonformal Primary Education of Bangladesh

*Md. Abdus Salam
**G. M. Rakibul Islam
Rationale and purpose of the chapter
In this age of high accountability, teacher quality is receiving more attention than ever before. Many
people believe that well prepared teachers are the best hope for school reform and student
achievement. According to Darling-Hammond, Andree, Richardson, and Orphanos, (2009, p. 7),
“professional learning can have a powerful effect on teacher skills and knowledge and on student
learning if it is sustained over time.” Nonformal Education has explored a new dimension in the
education system in Bangladesh. Through Nonformal Primary Education (NFPE), children get second
chance to return to the main stream of education in the country. Most often, these children are treated
as disadvantaged and more or less deprived in this society and there is a "grim academic future" for
the students in low-income urban and rural communities across Bangladesh (Wetzler, 2010). As the
second chance, NFPE should be joyful and influential to the learners. Regarding this circumstances,
the teacher of NFPE has a vital and major role on students‟ learning. Schmerler (2009) argues that, to
meet the needs of these children, teacher has to be a change maker, philosopher, and pathfinder
those rely in leadership. After all, the teachers ponder as autonomous leaders within their own
classrooms, especially as much more challenging in NFPE. Now-a-days, leadership is clearly
becoming a more and more significant part of a teacher's professional life (Can N., 2009) which is
highly pertinent in NFPE.

Teacher leaders play vital roles for the positive change of the school and the belonging society in
different ways. Success of the student as well as the school highly depends on the roles of them.
Formally and informally these teacher leaders reform the school‟s capacity to improve (Harrison &
Killion, 2007). In this way, the successful learning of the students in the schools is affected by the
teachers‟ leadership quality. As Dimock & McGree (1995) remarked, structure for working in the
institutions varies depending on the context of school and community. This structure is needed to the
teachers and it must convey sincerity to the new role of teachers as leaders. Moreover, it enables the
understanding that conversant and well-valued teachers can provide leadership.

In addition, we may argue that teacher leadership development in the prospect of teaching
performance is greatly needed. Teacher leadership (TL) is highly essential to change and
improvement of children in a school (Hossain & Mehtab, 2009). It is noted here that the NFPE policy
makers and providers (Government Organizations of Bangladesh and Non-Government
Organizations) in the country take very few initiatives focusing on this proposed research area. Thus,
this study has been investigated to explore the concepts and practices of Teacher Leadership in the
context of NFPE of Bangladesh. Moreover, in this chapter, we put forward the approach of TL in
NFPE considering theory and practices in Bangladesh.

*Associate Professor, Institute of Education and Research, University of Dhaka, Bangladesh; abdussalam@du.ac.bd
**Lecturer of Education, Govt. Teachers’ Training College, Rangpur, Bangladesh; rakib19.du@gmail.com

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 Teacher Leadership in Nonformal Primary Education of Bangladesh

The main purpose of this study was to explore the current practices of teacher leadership in NFPE of
Bangladesh. To meet the main objective, the following specific objectives were identified:

 to analyze the conceptual understanding of teacher leadership (TL) in NFPE

 to explore the TL practices of NFPE teachers
 to find out the initiatives of TL development in NFPE

What the literature says?

Teachers hold a leading position in society as well as in school which drive to ensure the quality of
education, community development and make changes in learners (future leaders). In accordance
Podmostk (2001) said that, in any country, teacher has the great importance for social development to
the people. We could strongly argue that the NFPE provides education to the disadvantaged learners
and deprived society especially in Bangladesh, so the NFPE teacher requires much more effective
teacher leadership capacity to meet these challenges and make changes. Thus, this literature review
will help readers to understand the theoretical bases of this study.

Teacher Leadership: What it is

The concept of teacher leadership in education is not new. However, teachers plays different roles as
classroom leaders, team leaders, school heads, curriculum developers, and students advisors. Most
often teachers work as change agent who enact as leaders to initiate change (Salam, 2006) in
nonformal education. Teacher leadership can make a difference to learning and learner by
implementing changes as teachers are adjacent to the classroom.

Most of the researchers (Crowther, Kaagan, Ferguson and Hann 2002) involved in exploring the
concept of „teachers as leaders‟ agree that it is distinctly different from administrative or managerial
concepts of leadership. Teacher has the acceptance to his/her students or s/he can easily gain it.
Because, most often the students rely on their teacher‟s decision or they would like to. In the school
teachers are the core person to make changes and in this way teacher becomes a leader for the
students (followers), school and the community. Thus, Teacher leadership is about action that
transforms teaching and learning in a school, that ties school and community together on behalf of
learning, and that advances social sustainability and quality of life for a community.

Teacher Leadership is one kind of leadership in which teachers have the opportunity to lead at
various levels within the institutions (Harris & Lambert, 2003). This opportunity also opens up the
possibility of all teachers becoming leaders at various times. Despite its universal flavor and attraction,
the subject of teacher leadership in education remains poorly understood and merely useful in day by
day administration of educational institution of Bangladesh (Hossain & Mehtab, 2009). Effective
educational change is dependent on the exercise of appropriate leadership roles of teachers
(Henderson and Barron, 2000). Beside this Levine (2008) argued that, teacher leadership empowers
teachers to make important decisions that will affect teaching and learning. According to Katzenmeyer
and Moller (2001) teacher leadership incorporates three aspects which are:

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 Teacher Leadership in Nonformal Primary Education of Bangladesh

a) Teachers play leadership role on students or other teachers as facilitator, coach, mentor, trainer,
curriculum developer, initiating new approaches, guiding study groups.

b) Teachers perform leadership of different operational tasks by organizing the school, carrying
forwards its goal as head of department, action researcher, task force member.

c) Teachers act leadership as decision maker and/or partnership which includes member of school
improvement team, different committees and parent teacher association.

In addition, Kurtz (2009) described teacher leadership as the process by which a teacher makes
connection between his/her goals and the goals of the institution. S/he works intentionally on four
dimensions- individual development, team development, student development and institutional
development. Influencing the principal/head teacher, other teachers, students, parents and other
members of the school is significantly involved with this process. Whatsoever, the reality is in
Bangladesh, TL could not gain the attention as it deserves. Particularly, in Nonformal Primary
Schools (NFPS) of the country, most often teacher plays different roles in the classroom and
community. As a leader of the society and school s/he has to make decision for the improvement of
the school and community.

Why Teacher Leadership?

The notion of teacher leadership is obviously not new but its significance has changed in recent times.
Teacher leadership roles were limited in capacity in the past though recently the roles have started
changing (Dimock & MacGree, 1995). A teacher is a leader in his/her schools in Nonformal Education
System who has an important role to raise the student's achievement, develop the school as well as
the community where he/she lives in. Arne Duncan, secretary of the U.S. Department of Education
(2011) says, "We know that from the moment students enter a school, the most important factor in
their success is not the color of their skin or the income of their parents it is the teacher standing at
the front of the classroom." This research identified a set of characteristics commonly found in
exceptionally effective schools such as strong leadership, clear school wide goals and a safe
environment that facilitated learning. But, the most important threats facing our world today is
leadership of our human institutions. Solving other important threats will not be possible without
exemplary leadership (Bennis, 2007). Educational management as a field of study and practice was
derived from management principles first applied to industry and commerce (Bush 1999). The same
principles were then adapted to the educational scenario.

There is a great diversity of requirements for educational leaders, because they should promote the
success of all students by advocating, nurturing and sustaining a school culture and instructional
program conducive to student learning and staff professional growth. They should also collaborate
with families and community members, responding to diverse community needs and interests (Murphy
and Shipman, 2002).

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 Teacher Leadership in Nonformal Primary Education of Bangladesh

Teacher Leadership development initiatives

In nonformal primary education of Bangladesh, teachers often feel unable or inadequate to serve as
change agents within their schools and community and often they are overworked and underpaid. In
the study on NFPE teachers Khan (1998) claimed that the monthly wage given to the teachers is not
enough compared to their workload. Teachers failed to perform with competence as expected by the
program due to pedagogical weaknesses of the teachers. The study of Futternick (2007) reflects the
same whereas, teachers who have been working in less than satisfactory working environments they
feel their wages are insufficient. Thus, the study (Khan, 1998) suggested developing the teachers‟
leadership capacity including their teaching skills and the identified shortcomings.

Soon after the independence, the new constitution of Bangladesh obliged the government to take the
responsibility of primary and mass education of all the citizens. In 1990, for the first time in
Bangladesh, the Compulsory Primary Education Act was passed in the parliament (Government of
Bangladesh, 1990). Twenty seven independent projects were implemented during 1997-2004, which
was later collectively called as the first Primary Education Development Program (PEDP 1) that was
focused on ten specific objectives including attaining enrolment, completion, quality inputs and
monitoring issues. A number of initiatives like construction and reconstruction of school structures,
recruitment of new teachers with priority of females, professional training of teachers, development of
Upazilla resource centers etc. were taken as part of the PEDP 2. However, note that PEDP 2 is
concentrated only on the government, registered non-government and community schools. The
students of other seven types of schools and madrasas and the out of school children (NFPE) are
outside the reach of this mega program of the state (Education Watch Report, 2008). Later on all
primary schools were included in the most activities undertaken by the PEDP 3 program in
Bangladesh. One of the significant objectives of PEDP 3 was to reach out to all primary school age
children whether they take part in formal or nonformal education (DPE, 2011). Thus, for the first time
the government of Bangladesh has taken the nonformal education in to count that can be considered
as the government initiative for the development of NFPE.

In advocating the role of the teacher leader in the reform of schools Taylor, Webb, and Jones (2004)
argued that, “a teacher‟s power is essential both within and beyond the walls of the classroom …[to]
transcend the traditional boundaries of professional identify and replace traditional attempts at
renewal” (p. 206). Treslan (2006) argued that “if our schools are capable of functioning as intelligent
systems, then we have to acknowledge the need for a new and critical leadership both in the school
and in the classroom.” Lack of proper knowledge can miss guide a researcher so understanding
should be very clear before working with it. According to Anderson (2002, 2004, 2008), new
understanding for educational leadership should be in depth and realization about teachers as leaders
needs to be focused for the researchers. Their understanding about teacher leadership needs to
move forward into deeper and wider contexts otherwise it is really hard to work on it. Whoever wants
to work for the teacher leadership development should have clear concept and appropriate realization
about it.

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TL practice model
Lavanya Raj (2009) develops TL model that could be practiced by NFPE teachers. It is also known as
CID model where CID stands for Connect, Influence and Develop. There could be higher levels of
freedom to adopt this model in NFPS. Through proper practice of this model teacher‟s goals can be
connected with institution‟s vision because the desire of using this model emanates from the self.
Leadership becomes successful when the connection between the two goals of teacher and institution
is achieved. Strength of this model is to bring positive changes in education this model mixes the role
of teachers, students, parents and the institutions (Raj, 2009). Generally there are two types of NFPS,
one teacher school and multi teacher school. In one teacher nonformal primary schools there are
supervisors who help the teachers. So, in this model the researchers included supervisor with head
teacher, colleagues, students and parents. Thus the model is slightly modified from the basic one.
The process of connecting the four circles of the model can be expressed as TL.

Psychological, intellectual & spiritual

development

Supervisors/head teacher,
colleagues, students &
parents

Personal &
individual Vision

Teacher
Leader

Source: Modified from Lavanya Raj (2009)

Methodology of the Study

Mixed method was used to accomplish the objectives of the study. For gathering data and information
various tools were adopted (see figure-2). The purposive sampling strategy incorporated for the study.
Researchers have showed the samples (see figure-1) and tools for the respondents in following two
figures.

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 Teacher Leadership in Nonformal Primary Education of Bangladesh

Sample Size= 53

Students of NFPS Teacher of NFPS 4 NGO Personnel

NGOs 4 Trainers

3 NFE Experts
BRAC UCEP RRF DAM

4 OTS 1 MTS 1 MTS 1 OTS

4 teachers 6 teachers 3 teachers 1 teacher

8 students 12 students 6 students 2 students

Total Sample: 14 Teachers + 28 Students + 4 NGO personnel + 4 Trainers + 3 NFE Experts

= 53 Respondents

(Elaborations: NGO= Non-Government Organization, DAM= Dhaka Ahsania Mission, UCEP= Underprivileged Children‟s
Education Program, RRF= Rural Reconstruction Foundation, OTS= One Teacher School, MTS= Multi Teacher School)

Figure-1: Sample of the study

One set of questionnaire consisted of open ended and close ended items; a semi structured interview
schedule and an observation checklist (Researchers observed 14 NFPE teachers‟ classroom
performances) were developed, tried out and finalized. Finally the questionnaire was used to collect
data from the NFPE teachers. At the same time, the semi structured interview was conducted and an
observation checklist was also used for collecting data from them to ensure the reliability of data. In
accordance, semi structured interviews were conducted to collect data from the students of NFPE,
trainers of NFPE teachers, NFE experts and the NGO personnel.

Tools and Techniques

for collecting data

Questionnaire Semi structured Observation Checklist for

for the teacher Interview teacher's classroom performance

Teacher of NFPE Students of NFPE

Trainer NGO Personnel

NFE Expert

Figure-2: Techniques of data collection

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Findings, Interpretation and Discussion

Conceptual understanding of NFPE teachers' about TL
Most of the teachers (92.86%) strongly agreed that "teacher is a leader". They think that, most
effective leaders and managers are known for being "good listeners" and "easy to talk to." According
to the teachers, a school can maintain good reputation by improving ethical standards, teaching
procedures and by implying appropriate professional methods.

Figure-3: Teachers perception about the influence of TL on student's achievement

All the teachers except one think that, TL can raise student's achievement according to figure-3.
According to the teachers, the key tasks for a teacher leader were creating public awareness, raising
student's performance, teaching learning management, punctuality, creating sound environment for
study, performing the duties, planning for school, giving emphasis on co-curricular activities,
community development. Most of the teachers think that they should perform their duties as a teacher
carefully (organizational duties). The second important factor to them was punctuality. As one teacher
said, "...the key tasks for a teacher leader has to be punctual, manage teaching learning process in
the classroom and be honest...". All the NGO personnel, NFE experts and trainers are familiar with TL
as they reported. Their views about the TL concept were as; TL is highly dependent on the
acceptance to the students. In addition, it depends on others leadership qualities. As one trainer
noticed, "...teacher leadership is the summation of some behavioral qualities that follows the strategy
to manage the students...”.

NFPE TL: NGO personnel, trainers and expert perspective

Most of the respondents (54.54%) clarified that the leadership quality of NFPE teacher was average.
The explanations were: traditional education system, environment of the school was not friendly to the
teachers, lack of organizational strength, different social factors in Bangladesh.

Table -1: Suggested ways to develop leadership quality

Ways to develop leadership
quality
Teacher Education
Professional Development
Training
Others (Personal Initiatives)
Frequency (11) Percentage
9 81.81%
8 72.72%
4 36.36%
1 9.09%

Figure-4: Leadership quality of teachers according to the trainer, expert and NGO personnel

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 Teacher Leadership in Nonformal Primary Education of Bangladesh

These respondents suggested the ways to develop leadership skills of the teachers. In the table-1,
the suggested ways were displayed as priority based. They suggested multiple ways to develop the
leadership qualities. Most of them (81.81%) gave priority on the teacher education which is the
demand of present situation. Then they emphasized on professional development, which might be
seemed as the same of teacher education. Teacher education could be the precondition of the
professional development. However, after these they gave emphasis on training to develop the
teacher leadership qualities.

Performance of NFPE teachers: academic and behavioral

Academic performance of the teachers was above average in quality. Table-2 shows the performance
of the teachers. According to the data, in most of the keys of the „teacher's quality‟ was in above
average. But democratic practices in the classroom were problematic in some cases. The TL of NFPE
was most often managerial leadership. The teachers were dependent on the authorities and teacher
guide to make any kind of change and to take a decision. Most of the teachers emphasized on
assignment completion and were directed by the teacher guide. Their teaching style and teaching
learning process management practices were average in quality.

Table -2: Observation checklist of teacher's academic & behavioral performance in the classrooms
Classroom Behavioral Problematic Average Above
Academic Proble Average Above
Performance matic Average Performance (N= 14) Average
(N=14)
Relationships with peers 0 5 9
Reading 0 6 8 Following directions/rules 1 3 10
Assignment completion 1 3 10
Mathematics 0 5 9 Organizational skills 0 8 6
Teaching learning process 0 8 6
Written 0 3 11 Democratic practice 3 2 9
expression
Developing leaders in the school 1 5 8
Percentage 0% 33.33% 66.67% Teaching style 0 7 7

In NFPS there were different age groups in a class. The teachers managed varied age group by
applying different techniques like making groups, making busy the fast learners with extra work. One
teacher mentioned that, "...when some students try to create a problem then I give them extra work to
make them busy...". Another one said that, "...if I become rude to them then students become cool...".
Most of the teachers emphasized on group study. After entering in to the classroom, the teachers
ensured the students attendance. Most of the teachers used to manage the children with special
educational needs by paying extra attention to them and let them to sit in front of the class. If a
student did not show signs of improvement after all the teacher's planning, monitoring, assessing etc;
then the teacher make a conversation with the guardian and with other teachers (if it is Multi Teacher
School).

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Practice of NFPE TL: school perspective

Sometimes the teachers made the school development plan themselves. Most of them took initiatives
for further development of their school. But, sometimes the plan came from the higher authority or
teacher had to inform the authority for exerting positive change in the school (Figure-5). Teachers
practiced their leadership knowledge in the classroom of NFPS as they said. In every class there were
two leaders/monitors among the students who helped the teacher to manage classroom activities.
Teachers maintained a good communication with the students within the schools.

Figure-5: Preparing school development plan by teachers Figure-6: Teaching learning process management performance

On the contrary, the understanding about teacher leadership practices of NFPE teachers was not
profound. Visioning is too much important in leadership practice; they were not concerned though
(figure-6). Motivation and inspiring capability are significant factor of teacher leadership; data did not
support the views.

Decision making and change management by NFPE teachers

About seventy nine percent (78.57%) NFPE teachers discussed with students to make decisions if it
was about students. Teachers of One Teacher School (OTS) made decisions with the help of the
supervisors and Multi Teacher School (MTS) teachers discussed with other teachers and with the
head teacher. As one teacher of a MTS mentioned that "..........generally I make decision discussing
with other teachers and to make a quick decision I make myself.....". All of the NFPE teachers
revealed that they could manage change and conflict.

Table -3: Teachers opinion about decision making and change management
Statement Frequency Strongly Agree (2) Neutral Disagree (4) Strongly
Agree (1) (3) Disagree (5)
I discuss with students in case of 14 35.71% 42.86% 14.28% 7.14% 0%
making decisions.
I am afraid to try new things for fear 14 7.14% 14.28% 14.28% 50% 14.28%
of making mistakes.
I blame myself for problems and feel 14 0% 64.28% 14.28% 21.42% 0%
guilty.
I can manage change and conflict. 14 64.28% 35.71% 0% 0% 0%

Twenty one percent teachers were afraid to try new things for fear of making mistakes. It showed their
lacking of confidence. Fourteen percent teachers were confused about it. According to Paulo Freire
(1972), it is called "culture of silence". It was the "fear of freedom"; they did not want to make change.
They were satisfied with their present situation.

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Rapport with the students and the community

The NFPE teachers had to visit the community in regular basis for community mapping and to resolve
the student's problem. Thus a good relation with the students and community people was maintained.
All the NFPE students mentioned that, their teacher called by their name. Students shared their
problems with the teacher most often and teacher helped them to solve. All of the NFPS arranged at
least one meeting with the guardian in a month.

Figure-7: Students share their problem with teacher Figure -8: Teacher's participation in community development

In the urban area, most often NFPE teachers were not the member of the community where the
school was situated. Most of the teachers (64.28%) were involved in community development as a
social worker. They created consciousness among their neighbor about different matter such as
Dowry, child labor, child marriage, child rights, and literacy though most of the students did not know
about their activities. It might be for the different area of the teachers and the students live in.

NFPE Organizational Challenges: Bangladesh Perspective

Teachers noticed about several leadership challenges and problems that they faced on a regular
basis. In every OTS, the sitting arrangement was on floor using mat. The MTS were same to the
formal primary school guided by the government of the country.

Most often the students show an excuse for their absence

Students come in late

Absence of the children

Problem to motivate Unconsciousness of the guardian

Financial problem of the guardian Low receiving power of the students

Students make quarrel with others Socialization problems of the students

Challeng
Lack of sound environment for es that Students sit on the floor mat and
study in the family faces the get cold in the winter season
NFPS

Figure-9 Tree of organizational challenges of NFPS

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 Teacher Leadership in Nonformal Primary Education of Bangladesh

In the NFPE, the teacher had very limited leadership role for the change of the schools. In most
cases, they were very much dependent on the authorities. They faced problem but they can't solve
the problem by themselves. The challenges were shown in figure- 9.

NFPE TL: organizational initiatives

The NGOs organized different kind of trainings for the NFPE teachers. However, training related to
the TL was found very rare. Moreover half (57.14%) of the NFPE teachers did not get any training on
TL (see figure-10). When a teacher joins in a NFPS he/she gets foundation training about the
organizational duties. He/she gets the refreshers training in every month just for one day about
content.

Figure-10: Percentages (%) of having training on teacher leadership development

The NGO personal and trainers perceived that, there were different types of training program (see
table-5) for the NFPE teachers. The duration of the training program varied from NGO to NGO.

Table -5: NFPE TL development initiatives of the NGOs

Name of the program Duration Content
(it varies from
NGO to NGO)
Foundation Training 12-15 days Teaching learning process management, organizational behavior,
introduction to nonformal primary education etc.
Slow learner management training Need based Duty and responsibility of the teachers about slow learners.
Pedagogical Training 5 days Instructions about the subject
Management Training 5-8 days Classroom management, Management concept, literacy program
management etc.
Teaching learning method 8-10 days Teaching methods
Child rights 3 days
Gender Training 1 day
Disaster management 6-8 days
Literacy and Continuing education 5 days Different aspect of literacy and continuing education.
program management
Education centre management Need based Different issues about the centre.

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Self-evaluation and development of the teacher of NFPE

Figure-11 represents that most of the teachers (57.14%) identified their lacking of knowledge in
English and computer literacy. Twenty one percent (21.42%) teachers thought that, they need further
education to take out their weakness.

Figure- 11: Weaknesses of the teachers of NFPE Figure-12: Skills that teachers would like to improve

Along with this, the teachers suggested the ways to strengthen their weakness. The teachers
mentioned leadership skills; managerial skills, educational skills and computer literacy that they would
like to improve which would be beneficial as a teacher and a leader. The figure-12 showed the issues
that was necessary for the teachers to improve their quality.

Discussion
TL is not about “teacher power” especially in NFPE. Teacher power can persuade the teachers to act
as oppressor. Podmostko (2001) argued that, “TL is about mobilizing the still largely untapped
attributes of teachers to strengthen student performance at ground level and working toward real
collaboration, a locally tailored kind of shared leadership, in the daily life of the school” (p. 4).
Because, the students of NFPE are already dropped once from the formal education system so
“teacher power” can affect them negatively. On the other hand it is also true that leadership is clearly
becoming a more and more significant part of a teacher's professional life (Can, 2009) in this age.
Teaching is a noblest profession and the heart and soul of a school. Though it is highly true and
significant theoretically but reality is different in Bangladesh. So, to express the right situation
“disturbed” and “undervalued” could be added with teaching (Merrow, 2001). From the perception of
the NGO personnel, trainers and NFE expert it is proven as truth in Bangladesh. In accordance with
Merrow (2001) Danielson (2007) argued that, for the improvement of the schools the active
involvement of teacher leaders in all level is very much important. The active involvement of teacher
leaders at the classroom level and beyond accelerates school improvement. In this connection, the
present study identified that the NFPE teachers work as dependent leader on the higher authorities of
respective organizations in Bangladesh. Most often their involvement was passive in the schools and
thus they could not have a vision. However, classroom teachers should be part of education policy
making that they can redefine it and their experiences can be helpful to solve the rising problems
(Podmostko, 2001), but the data reflects there was very much limited scope for NFPE teachers
involving policy making level in Bangladesh. Moreover, Sass (1989) revealed that, interpersonal
communication skills, human relations, and leadership are the most important skills for educational
leaders. The findings of this study required the effective human relation in school and with community

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of NFPE teachers in Bangladesh. We strongly support that one of the prime purposes of NFPE is to
make change in education and society through the breakdown of „culture of silence‟ by NFPE
teachers in the country. Whatever the present study does not support the above expectation though
the NFPE teachers should redefine what the future looks like, align people with vision, and inspire
them to make it happen despite the obstacles in Bangladesh. The majority of the NFPE teachers
noticed their sound leadership ability. But according to the observation their leadership role can be
comparable to the managers. Their leadership practices are dependent on „teacher guide‟ which
provided by the NGOs, we argue, significantly these „teacher guide‟ itself requires modification in the
light of TL practices.

There are many NFPE teachers in Bangladesh who are complaining of having no voice or influence in
decision making circles and feel that people with power have no interest in hearing what teachers
think would be best for students. Teachers often assume that people at the top do not necessarily
have the best interest of the students in mind when many decisions are being made. NGOs of
Bangladesh organize training for NFPS teacher by themselves. It is true that very few of them
emphasis on Teacher Leadership Development. Teachers may be motivated and encouraged to take
on more leadership positions if they are provided with the necessary resources and support to do so.
But the fact is most often they get training on teaching learning process not on the visioning.
“Education should no longer sit and wait for one hero leader to make a decision that the rest of the
community should follow. Schools need to create a critical mass of leaders to ensure that sustainable
change will be evident in the system” (Fullan, 2005, p. 14). Teachers need to be a part of that critical
mass. After all, students today will be leaders tomorrow, but the effectiveness of their leadership will
depend on how much practice they have had leading.

Another interesting response came from teachers who believe that involvement in decision-making
should be limited to areas directly affecting their role in the school. This is contrary to the literature,
which states that teachers should be involved in all aspects of the school program. Teachers are
willing to take an active role in change within the school since they are most frequently involved in the
implementation of any change or reform (Fullan, 1993). According to the findings of this study, about
ninety three percent (92.86%) teachers are strongly agreed to establish a safe and orderly school
environment with a clear discipline code. Most of the teachers give feedback to the students always
and before starting the class they ensure the presence of all students in the classroom. All the
students reported that teacher always maintains eye contact with them in the classroom. Thus they
practice their leadership ability. Related to this, York-Barr and Duke (2004) argued that teacher
leadership is practiced in a variety of ways. In most of the schools there are three or four groups
among the students and each group has a leader. In all classes there are two class leaders/ monitor
(one is male and another is female) formed by the teacher according to the student's opinion was
observed. In accordance Anderson (2002, 2004, & 2008) argued that in rural schools, teacher leaders
influenced these schools to the point that, in some cases, the entire organization was transformed.
The teacher leadership of NFPE is most often managerial leadership. However, Dimock and McGree

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(1995) said, teachers need structure for their work. Although the structure will vary according to the
school and community context, it must bring legitimacy to the new role and facilitate the
understanding that knowledgeable and well-respected teachers can provide leadership.

Moreover half (57.14%) of the teachers of NFPE did not get any training on teacher leadership
development (see figure-10). And NGO personnel, trainer and education expert opined that teacher
education, professional development, training programs can solve these lacking (see table-1). In
supporting the findings, Darling-Hammond, Andree, Richardson, & Orphanos (2009) argued
professional learning can have a powerful effect on teacher skills and knowledge and on student
learning if it is sustained over time. The professionalism (and the beginnings of a consciousness
about the teacher as leader) that should be a core feature of teacher training is not easily acquired in
these settings. The leadership role of the teacher determines the quality of living and the kind of
learning that take place in the classroom. The teacher, as an educational leader of children, is
mentally healthy, emotionally and intellectually mature. He/she is interested in people; s/he seeks to
understand the causes of behavior, and to apply methods of intelligence in guiding children toward
effective social living. There are many researches which conducted in last decades. All these
suggested improving the teacher leadership development for the change, improvement of the children
as well as the schools (Crowther 2002, Can 2009, & Thornton 2010). Thus, the study suggested
some identified improvement areas for changes in future in field of NFPE in Bangladesh.

Recommendations
The following recommendations were derived from the study:
 The study suggested that, a significant change is needed at the policy planning level of GOB
and NGOs. The present practice refers in formulating policy is highly centralized, usually the
top level administrative people are involved at policy planning level who are not, anyway,
involve in professional practices of NFPE in the country. Regarding this, the research strongly
recommend that the bottom line teacher of NFPE might be considered as the member of
policy formulation committee at national level in some respective aspects of the study such
as; for determining the parameter of NFPE TL development, content selection, delivery
approach, community concern, learners demand, identifying challenges for implementation of
the policy and the possible ways to resolve the raising issues, and formulation of self-
reflective process of NFPE teachers. It is also recommended that the initiatives for policy
formulation of TL development of NFPE could be taken by the government along with the
NGOs. Thus, an effective change might come up in the field of NFPE for the better generation
in future.
 The study explored that the NFPE teachers have very much limited theoretical concept of TL
(national and international perspective) which in fact the significant factor of founding
basement for TL practice in NFPS. This situation might be perceived from the different data
which established the lacking of education qualification of NFPE teachers in the study.
However, the NFPE TL capacity, ofcourse, could be flourished by in-service education and

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professional development, which definitely lag behind in the initiatives and practices of the
NFPE providers in Bangladesh. In this circumstance, to enhance the conceptual
understanding about TL, practices of TL and TL development initiatives in NFPE, some
suggestions and recommendations are: GOs and NGOs might organize professional
development activities on TL and they could also include the leadership content into other
training programs for the NFPE teachers. In this regard, the Institute of Education and
Research (IER), University of Dhaka might help them through planning as well as providing
the services.
 The study reflects that the traditional monitoring and supervision system is practicing by the
NFPE providers for ensuring the field level activities of NFPE teachers in Bangladesh. Thus
the study recommends a paradigm shifting from „traditional monitoring and supervision‟ to
„mentoring‟ in NFPS for effective practice of TL by the providers on regular basis. Regarding
this recommendation, when the supervisors (existing practice) supervise the education
process in regular basis they could, at least, motivate the teachers by practicing the tips of the
National Comprehensive Center for Teacher Quality (2007) which covers empowering
teachers in leadership tasks, appreciating and respecting teachers work, involving teachers in
decision making, ensuring creative classroom practices, and providing continuous support.
 The present research directed to generate and sustain TL as requiring not only empowerment
but also time and opportunities for continuous professional development of NFPE teachers.
Thus the following concerns are needed to consider for teacher leadership development
initiatives in current context of Bangladesh for meaningful changes in future:
- TL and change management training could be provided effectively which would
contribute to uplift the quality of NFPE TL practices in the field of NFPE including
change management and decision making.
- Exchange or networking program with the reputed schools could be practiced. Thus
the teachers would share their ideas and experiences to each other nationally and
internationally.
- Motivational and advocacy skill development initiatives need to be taken in such way
they can motivate the children and solve their problems.
- Education center management training might be effective to raise their attention to
the schools.
- Rewarding and giving incentive of the teachers could be taken that they would be
encouraged to play their leadership role and concentrate on their duties.
- Social development process management initiatives could be helpful for community
development.
 It is strongly recommended that Teacher Education might be a separate faculty in the
universities. It is also recommended that selected teachers of NFPE would be trained as the
teacher leaders under the faculty of teacher education of a university or in a training institute
in the home and abroad.

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 It is highly recommended that, necessary initiatives for teacher leadership development of

NFPE should be taken by the GOB. NGOs should provide standard remuneration for the
teaching profession in NFPS. Teacher's creativity in school management, decision making
and in teaching learning process should be encouraged by them. They also have to
emphasize on leadership training to enhance teacher leadership practices in NFPS. As the
NGOs are the prime providers of NFPE, so, it should be taken the vital role to enhance NFPE
teacher leadership. These providers have to change anyway its present practices of providing
training to NFPE teachers. This is because the existing practices of transmitting teacher
development initiatives are very much traditional, ineffective, content centered and partially
pedagogic.

 The physical infrastructure of NFPS, teaching learning environment, cultural activities and
community involvement in NFPE should increase that parent could understand about the
importance of their child‟s education and the children themselves. By creating learning
community, teachers could manage the organizational challenges with the help of that
community.

 In addition, this study identified that NFPE TL development in Bangladesh does not follow any
specific model. In this existing situation, we recommend to practice the CID model
(CONNECT, INFLUENCE, and DEVELOP) at various intensities for NFPS. This model
integrates the role of teachers, students, parents and the institution to exert positive changes
in education.

In conclusion, Teacher leaders did not wait for being asked but took up initiatives and drive them.
Unless teachers as leaders connect to students it will be mere teaching and there will be less of
learning and development. However the researchers‟ understanding about NFPE teacher leadership
is teacher leadership is a matter that you can easily observe it but cannot measure it easily.

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