Tue. Jun 25th, 2024


In the modern educational world, teaching is considered on a broader spectrum than conveying knowledge. Through the changed perception about teaching the teacher’s roles also shifted from imparting knowledge to inspire students in their learning. The teacher’s new role is more of a leader who provides visions, missions, values, facilitates, guides, and develops an enabling environment for the individuals who come to the classrooms. The teacher also plays a role in bridging the gap between the school and the community.  A school is a fundamental place for a child’s holistic development and a pedagogical leader makes it happen.  

After getting insights from a couple of sessions during the course at AKU-IED, I have come to believe that pedagogical leadership is beyond teaching and more essentially it is about the complex relationship between teaching and learning processes that cultivates the holistic development of the learner. To strengthen this relationship between teaching and learning a pedagogical leader does not only ensure what is taught in the class rather he/she contemplates students’ critical reflections and their feedback which informs him/her in modifying the teaching methods.

A teacher is also a learner; hence, pedagogical leadership is a lifelong process of acquiring new information, modifying and reinforcing existing knowledge through maintaining an intellectual relationship with the members of the educational setting. However, students’ understanding in the classroom and their needs are also essential to bring in the knowledge of the teacher to enhance their learning. To bring theories into practice, a pedagogical leader shall observe rather looking at the happenings of the event around him/her. So that pedagogical leader would be able to identify need improving areas of learners, reaching to their grass root level of understanding and then taking responsibility to scaffold in building capacities.

Pedagogical leadership does not encourage the transmission of knowledge considering the learner as an empty vessel and someone who requires diagnosis and treatment from an expert or just a linear method of transaction where individuals can be seen as capable of solving problems. However, this change in the process safeguards holistic development considering each learner as a unique combination of complex and exceptionally differentiated qualities. In pedagogical leadership learners’ responses are considered primarily to underpinning learning processes among students, teachers, teacher educators, curriculum, and community.  

Pedagogical leadership plays its vital role in polishing learners’ reflective skills and critical thinking to enable them to construct their knowledge. Furthermore, leadership is a ‘win-win’ approach where each member of the group or community learns from each other, each member is accountable in capacity building and every member has the responsibility to share their learning.  For instance, a bridge made of different sized wooden blocks, in which each block contributes to holding the bridge firmly. The bridge will weaken or not work if any of the blocks get damaged. Likewise, learning is not a linear process. Each member of the school community has his/her contribution to empower their peers and sustain the culture of knowing their ideas and exploring their peer thoughts through interacting, challenging, and critiquing the ideas shared. Pedagogical leadership creates a conducive environment where those who are more knowledgeable and have a better understanding of help’s those who need to strengthen their learning.

The learning process is challenging and a time-consuming journey towards change and pedagogical leadership anticipate educators to reflect on their lessons to improve their efficacy and usefulness. Furthermore, it brings a sense of self-accountability inputting their efforts to make educational setting a learning community. Pedagogical leadership does not concern and favour spoon-feeding. It induces learners to be curious and to get engaged in learning in their surroundings. It helps them learn from their own experiences as well as from purposeful dialogues with other stakeholders in the learning community. The values and self-esteem of learners are also considered as an essential part of the learning community to motivate them towards learning. Pedagogical leadership ensures the quality of learning with day-to-day requirements to expand, support and improve learning processes. Moreover, Pedagogical leadership addresses everyday challenges and issues in learning and disseminates this information to other stakeholders. 

The pedagogical leader makes it essential to consider and reflect on how learners perform best and ascertain the philosophy and strategies a pedagogical work towards that end. It explores ways to nurture and empower learners and inspires them to struggle for quality. Pedagogical leadership makes lifelong learners and builds their confidence.


By Shagufta Shazadi

The writer is Editor zeroperiod and Specialist to Educational Assessment Monitoring & Evaluation. She can be reached at shagu.skm@gmail.com

One thought on “What Teachers as Pedagogical Leaders Mean?”
  1. Good to read about the relationship between teaching and learning and how pedagogy plays the role for teachers who care to be pedagogical leaders.

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