Teacher Leadership Strategies in Inclusive Education: A Qualitative Case Study in the Malaysian Context

Abstract

Teacher leadership has been increasingly recognised as a critical element in strengthening inclusive education practices, particularly in classrooms that involve collaboration between mainstream and special education teachers (Wenner & Campbell, 2017; Harris, 2003). Although inclusive education has been formally implemented in Malaysia since 2010, limited empirical research has examined how teachers enact leadership roles within inclusive classroom contexts (Anuar & Rahim, 2016; Salleh & Woollard, 2019). This qualitative case study explores the leadership strategies practised by teachers in inclusive education settings in Johor Bahru, Malaysia. Guided by Katzenmeyer and Moller’s Teacher Leadership Model (Katzenmeyer & Moller, 2001, 2009), data were collected through semi-structured interviews and classroom observations involving six experienced teachers from two public schools. Thematic analysis revealed a range of leadership strategies organised across seven dimensions: developmental focus, recognition, autonomy, collegiality, participation, open communication, and positive environment. The findings indicate that teacher leadership in inclusive education is primarily enacted through informal, collaborative, and pedagogically driven practices rather than formal authority. This study contributes empirical insights into teacher leadership strategies in inclusive education and offers implications for professional development, school leadership practices, and inclusive education policy in Malaysia.