This study aims to explore the role of mathematics teacher leaders in promoting equity and academic excellence in five secondary schools situated in the OR Tambo Coastal District, South Africa. It investigated how these educators advocate for improved mathematics instruction, fair access to learning, and learner achievement within historically and socio-economically disadvantaged settings. A qualitative case study design was employed, involving purposive sampling of fifteen teacher leaders. Data collection included semi-structured interviews, classroom observations, and document analysis, with thematic analysis guiding the interpretation of findings. The research is underpinned by Mezirow’s Transformative Learning Theory, which posits that deep learning emerges from critical reflection on beliefs and experiences, leading to changed perspectives. Findings revealed that teacher leaders play a crucial role in enhancing instructional quality and equity by mentoring peers, promoting inclusive teaching practices, and leading collaborative initiatives. They adapt pedagogical approaches to suit diverse learner needs, fostering more responsive and effective classroom environments. However, teacher leaders continue to face significant obstacles, such as insufficient institutional recognition, lack of consistent professional support, and ongoing socio-economic challenges faced by learners. To address these issues, the study recommends formal recognition of teacher leadership roles, targeted training in equity-oriented pedagogy, and stronger collaboration between schools and education authorities. The study contributes to scholarship on educational leadership by offering context-specific insights into how teacher leaders in under-resourced schools can drive systemic improvements in mathematics education. It extends the discourse on distributed leadership and equity, showing how grassroots leadership can overcome structural barriers and promote transformative educational outcomes. Keywords: Mathematics, Leadership, Transformative Learning, Education, Equity, Excellence
Maqoqa et al. (Wed,) studied this question.
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