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The concept of teacher leadership is relatively a new entry into the educational terminology and interpretation in the context of developing countries. The distributed perception on leadership may pave attention about activities orientation, not in position of teacher. Aims & Objectives In a government college in Bangladesh, this study investigates the perspectives of faculty members regarding the implementation of distributed leadership practices in academic affairs. Furthermore, it investigates the perspectives of educators regarding the challenges associated with the implementation of distributed leadership within that particular institution. This study aims to investigate teachers' perspectives on distributional leadership and the obstacles that hinder its implementation in the academic activities of government colleges in Bangladesh. Methodology In order to accomplish the research objectives, this study employed qual-quant methods, specifically an opinion survey and interviews with teachers of a government college in Bangladesh who were selected for the study. Participants were purposefully selected from among the teachers who possessed expertise in distributed leadership. Document review for three-dimensionality verification is another method of data collection. Analyzing qualitative data, this investigation employs thematic analysis. Result- The study identifies several obstacles that hinder the implementation of the distributed leadership approach in all academic activities at the chosen government college in Bangladesh. These challenges include a lack of employee commitment to the organization, limitations in management, apprehension regarding power loss, and cultural factors. Contribution The findings indicate that distributed leadership has been implemented in certain academic activities, and instructor opinions indicate that this leadership style should be utilized in additional activities.
Mojumder et al. (Mon,) studied this question.