Exploring teacher leadership readiness: Effects on school transformation and student engagement in Indonesia

This study explores teacher leadership readiness and its impact on various aspects of school transformation, including improvements in school culture, teaching practices, and student engagement in Indonesia. A mixed-methods approach was employed, utilizing a survey to assess teacher leadership readiness across four key domains: school culture, teacher leadership work, teacher leadership demand, and teacher leadership supply. The quantitative data revealed that social readiness for teacher leadership was significant, with an average score of 65 percent indicating that approximately 70 percent of teachers felt adequately prepared for leadership roles. The study identified key positive changes, including increased collaboration among teachers, the adoption of innovative teaching methods, and enhanced student participation in classroom learning activities. A supportive environment characterized by open communication, shared objectives, and collaborative efforts was found to optimize student performance. The results underscore the essential role of teacher leadership in enhancing the effectiveness of school organizations. Future research should focus on the specific requirements for teacher leadership roles, particularly for non-teaching leaders, and could benefit from longitudinal studies to track changes in readiness over time or cross-country comparisons to explore variables affecting leadership readiness.