Making sense of collective leadership in English teacher associations: insights from Thailand TESOL’s committees
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Issued Date
2024-01-01
Resource Type
ISSN
04250494
eISSN
17548845
Scopus ID
2-s2.0-85195311504
Journal Title
English in Education
Rights Holder(s)
SCOPUS
Bibliographic Citation
English in Education (2024)
Suggested Citation
Thumvichit A., Tangkiengsirisin S., Vathanalaoha K. Making sense of collective leadership in English teacher associations: insights from Thailand TESOL’s committees. English in Education (2024). doi:10.1080/04250494.2024.2358752 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/98729
Title
Making sense of collective leadership in English teacher associations: insights from Thailand TESOL’s committees
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Author's Affiliation
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Abstract
Language teacher associations (LTAs) serve as a platform for the personal and professional learning of language teachers. This study uses the Q methodology to explore how involvement in Thailand TESOL promotes collective leadership among its committee members. Twenty current and former members participated in a card-sorting task, and six of them were further interviewed. A by-person factor analysis categorised participants into three groups based on their shared perspectives on collective leadership. Thailand TESOL provides its committee members with various forms of collective leadership, such as collaborative efforts to contribute to English education, inclusive leadership practices and shared purposes. The evolving educational landscape requires members to practice collective leadership and adaptability, encouraging a culture of continuous professional learning and innovation within and beyond the association. The findings not only illuminate distinct aspects of collective leadership promoted by the association but also contribute to LTA research, particularly concerning members’ personal and professional learning.