Elevating Education: Unpacking the Impact of Teaching and Learning Conditions on Teacher Retention, School Performance, and Student Equity through Teacher-Led Learning and Leadership

Abstract

This qualitative investigation delves into the narratives of teacher leaders within the Nazarbayev Intellectual Schools (NIS) framework in Kazakhstan, who engaged in equity-driven action research as part of their instructional leadership training. Central to this research is understanding how these teacher leaders perceive their evolution as equity-centric leaders subsequent to their immersion in action research. The results underscore the empowerment of teacher leaders, bolstering their confidence to champion transformative change. Furthermore, there is the emergence of an equity-focused teacher leadership approach, characterized by prioritizing foundational beliefs over pedagogical methods, adopting an asset-centric perspective towards educators, and emphasizing the significance of diverse voices, particularly those from underrepresented backgrounds..