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There is limited evidence about teacher leadership during education emergencies. Drawing on interviews with 70 teachers and education stakeholders in parts of Africa and Latin America, this exploratory study investigates grassroots examples of teacher leadership during early COVID-19 school closures. The findings indicate that teachers worked individually and collectively to find high-tech and low- or no-tech solutions to ensure learning continuity. In addition, teacher-led efforts often prioritized student and community well-being by building and maintaining social connections with students and families, supporting student mental health and physical health, and protecting students from heightened risk factors during COVID-19 school closures, such as early marriage, adolescent pregnancy, and child labor. Teachers also acted by taking the lead as community mobilizers by engaging with local communities to educate about COVID-19 risks and prevention. The paper discusses barriers and facilitators to teacher leadership in low-income settings. It concludes by identifying emerging lessons to strengthen teacher leadership and proposing recommendations to activate teachers as a central pillar of resilience in education systems during crises.
Mundy et al. (Tue,) studied this question.