Phenomenology of EFL Teacher Leadership from the Viewpoint of Iranian College Language Learners

Teacher leadership has been overlooked in language teaching. This phenomenological study examined language learners’ views on EFL teacher leadership to provide an accurate understanding of teacher leadership concept in this field. Twenty-one BA candidates in TEFL at Islamic Azad University, Chalous Branch took part in the study. The data were collected from the participants through semi-structured interviews about the qualities that distinguish teacher-leaders. The data were analyzed by coding and thematic analysis revealing that a collection of various characteristics including the five themes of professional command, personal capacities, rapport capacities, purposefulness, and flexibility constitute the traits of EFL teacher leadership. Results suggest that learners' views transcend teachers' knowledge and teaching techniques and incorporate elements that not only include teachers' behavioral characteristics, but those that are constructed via interaction between teachers and pupils. It can be extrapolated that in learners' views, the concept of teacher leadership differs from the traditional perspectives.