Enhancing Teacher Leadership in Shandong Province's Universities: Perceptions, Challenges, and Pathways to Empowerment

Abstract

This study investigates the complex and multidimensional nature of teacher leadership within the higher education context of Shandong Province, China. Through qualitative analysis, it explores university teachers' perceptions of teacher leadership, the challenges they face in practice, and the necessary skills and support for effective leadership development. Findings reveal a significant gap in teachers' metacognitive understanding of teacher leadership concepts and systemic challenges in course management and teamwork. To address these issues, the study suggests adopting Project-Based Learning (PBL) and flipped classroom methods to foster active learning and improve teachers' course design and management skills. Moreover, it emphasizes the importance of professional training in enhancing teachers' interdisciplinary thinking, critical thinking, collaboration abilities, and metacognition. The study also highlights the need for establishing platforms and mechanisms that support teacher leadership development, including the implementation of team collaboration optimization and the provision of comprehensive training programs. By presenting these insights, the research contributes to the discourse on teacher leadership in China, offering practical recommendations for educational institutions aiming to enhance teacher leadership capabilities.