Teacher leadership has been critically considered for an extended period to develop education. The investigation of the teachers who are deciding factors has shed light on different aspects of this concept. Despite its importance and evolution, the knowledge about this notion in Vietnam remains unknown, with limited research. Through a qualitative approach, six secondary homeroom teachers in Vietnam with the natural characteristics of leaders are interviewed to seek their perspectives and practices. The findings highlight the different frames of mind for this notion, in which teachers are unfamiliar with the term leaders but conscious of their management leadership, proactive and task-oriented leadership, and relational and supportive leadership. Additionally, the research underscores teachers’ practices in strengthening the relationship with parents, encouraging a supportive atmosphere, advancing continuous improvement and cultivating future careers. The implications for policy and practice emphasise the need for raising awareness about this notion and its potential benefits and the pieces of training for necessary skills for teachers while enacting their role.
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