EXPLORING THE INFLUENCE OF TEACHING AND LEARNING CONDITIONS ON TEACHER RETENTION, SCHOOL PERFORMANCE. EVOLUTION OF TEACHER LEADERS

Abstract

This qualitative research delves into the experiences of teacher leaders at Bolashak School in Kazakhstan who took part in action research focused on equity as part of their training in instructional leadership. The primary aim of this research is to comprehend how these teacher leaders perceive their growth as leaders dedicated to equity after their involvement in action research. The results demonstrate that these teacher leaders feel more empowered and confident in leading transformative change. Additionally, an equity-centered approach to teacher leadership is identified, emphasizing core beliefs over teaching methods, embracing a strengths-based view of educators, and highlighting the importance of including diverse perspectives, especially from underrepresented groups.