Abstract

Although studies on teacher leadership have established its positive impact on academic performance and school development, the influence of reflective teaching on teacher leadership has not been thoroughly investigated. This current study aimed to examine the relationship between reflective teaching practices and teacher leadership and to offer new insights into their dynamic roles in school and university transformation. Utilizing both quantitative and qualitative or mixed methods sequential explanatory design, data collection and analyses were primarily conducted through survey and focus group discussion (FGD). Assessed under Larrivee’s critical reflection framework, a series of correlation and regression tests revealed that reflective teaching had a significant relationship and a direct effect on teacher leadership (F = 5.165; p = 0.025) at a 0.05 level of significance. On the other hand, recurring themes were identified in the participants’ expressed perspectives during the FGD. A “collaborative, passionate, and selfless” self-image of a teacher leader dominates. Finally, “impact” was the main concept associated with reflective teaching, and “heavy workload and vague policies” were a deterrent to its practice. Based on the findings, sets of implications for teacher leadership in schools and universities were discussed in terms of enabling their environment to promote the culture of reflective teaching sustainably.