Quality Learning Circles as a Catalyst for Teacher Leadership Skill Development

Abstract

This qualitative case study explored the role of Quality Learning Circles (QLCs) in developing leadership skills among secondary school teachers in Khyber Pakhtunkhwa, Pakistan. The study was conducted at Government High School Badhber, Peshawar, where 12 teachers were purposively selected from a teaching staff population of 40. A QLC was established and twelve weekly sessions were held. Data were generated primarily through non-participant observations of the sessions, supported by session records and field notes, and were analyzed thematically. The findings indicated that teachers initially tended to understand leadership as hierarchical and associated with formal authority, often relying on the facilitator for direction. As the sessions progressed, participants increasingly took initiative, shared responsibility, and engaged in collaborative decision-making and problem-solving. The observed changes included greater confidence and self-efficacy, improved facilitation, stronger teamwork, more evidence-informed decisions, better use of time and resources, and a stronger orientation toward continuous learning and adaptability. The study also identified implementation challenges, including time constraints, limited resources, initial resistance, and administrative hesitation. Overall, the findings suggest that QLCs can provide a practical, collaborative, and context-sensitive opportunity for nurturing teacher leadership. Schools and policymakers may consider incorporating QLCs into professional development initiatives, while ensuring adequate time, facilitation, and institutional support.