A journey mapping qualitative analysis of primary education teachers’ professional leadership planning in Mongolia

Javzandulam Batsaikhan; Tsog-Erdene Lkhagvadorj

doi:10.29329/journalted.43

Authors

Javzandulam Batsaikhan Mongolian National University of Education, Mongolia https://orcid.org/0000-0002-3267-0012
Tsog-Erdene Lkhagvadorj National University of Mongolia, Mongolia https://orcid.org/0009-0001-2814-0393

DOI:

https://doi.org/10.29329/journalted.43

Keywords:

Professional development, leadership plan, Teacher

Abstract

Previous studies identify three primary challenges hindering the quality of researcher–teacher development: a lack of training in scientific research and methodology, an inadequate teaching and research work environment, and the heavy time burden placed on teachers. To investigate these issues, the researchers conducted a qualitative analysis of My Professional Leadership Plan, a collection of professional development plans authored by primary school teachers. The objective was to explore the complexities of their professional growth, aspirations, and strategies. By focusing on written plans rather than implemented actions, the study was able to examine teachers' intended leadership goals without conflating them with actual outcomes. The analysis revealed that teachers primarily envision exercising leadership by improving instruction and supporting colleagues, consistent with prevailing literature on instructional and collaborative leadership. However, the findings also indicate that less attention is given to broader aspects of leadership, such as participating in school-wide decision-making or engaging with the wider school community. These insights suggest that while teachers demonstrate readiness to lead in instructional and peer-support roles, there is both a need and an opportunity to expand teacher leadership development to encompass a broader range of leadership domains.

References

Aljassar, S., & Altammar, J. (2020). A Framework for the Professional Development of In-Service Teachers in Kuwait. Journal of Turkish Science Education, 17(3), 364-386.

Annamma, S. A. (2017). Disrupting cartographies of inequity: Education journey mapping as a qualitative methodology. In Critical race spatial analysis (pp. 35-50). Routledge.

Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.

Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal. https://doi.org/10.3316/QRJ0902027

Carter, A. P. (2016). Teacher leadership: A content analysis assessing the impact on district policies and practices (Doctoral dissertation, East Tennessee State University). Retrieved from https://dc.etsu.edu/etd/3094

Castelli, P. A. (2015). Reflective leadership review: A framework for improving organizational performance. Journal of Management Development, 35(2), 217–236. https://doi.org/10.1108/JMD-08-2015-0112

Cacioppe, R. (1998). An integrated model and approach for the design of effective leadership development programs. Leadership & Organization Development Journal, 19(5), 254–263.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications.

Day, D. V. (2000). Leadership development: A review in context. The Leadership Quarterly, 11(4), 581–613.

Densten, I. L., & Gray, J. H. (2001). Leadership development and reflection: What is the connection? International Journal of Educational Management, 15(3), 119–124.

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Essel, R., Badu, E., Owusu-Boateng, W., & Saah, A. A. (2009). In-service training: An essential element in the professional development of teachers. Malaysian Journal of Distance Education, 11(2), 55-64.

Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 93–102.

Howard, T. (2014). Journey mapping: A brief overview. Communication Design Quarterly Review, 2(3), 10-13.

Lombardo, M. M., & Eichinger, R. W. (2000). The career architect development planner (2nd ed.). Minneapolis, MN: Lominger.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Thousand Oaks, CA: Sage.

Narantuya. M & Ganbold. D. (2016). A study of in-service teacher development trainings and its successes. International Conference on Educational Evaluation Proceedings. Ulaanbaatar.

Nielsen, A. M. W., & Bruselius-Jensen, M. (2021). Journey mapping as a method to make sense of participation. In Young People’s Participation (pp. 235-254). Policy Press.

Niehaus, E. K., O’Rourke, M. A., & Ostick, D. T. (2012). Global leadership development plans: Engaging students as agents in their own development (Working paper). University of Nebraska–Lincoln. Retrieved from https://digitalcommons.unl.edu/cehsedadfacpub/28/

Northouse, P. G. (2013). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: SAGE.

Ocomato. Kh & Purevochir. Ch, (2017). A study of Primary Education teachers Professional Development Needs and Research Results. International Conference on Contemporary Education Policy and Management. Ulaanbaatar.

Onalan, O., & Gursoy, E. (2020). EFL teachers’ views and needs on in-service training as a part of professional development: A case study in Turkish context. Bartın University Journal of Faculty of Education, 9(2), 373-387.

Pernick, R. (2001). Creating a leadership development program: Nine essential tasks. Public Personnel Management, 30(4), 429–444.

Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535-548, https://doi.org/10.1177/009102601204100308

Saldaña, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.

Samson, S., Granath, K., & Alger, A. (2017). Journey mapping the user experience. College & Research Libraries, 78(4), 459.

Seferoğlu, S. S. (2001). Elementary school teachers perceptions of professional development. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 20, 117-125.

Shankar, D. & Burmaa. Ts. (2018). A study of primary education teachers time usage and quality. International Conference on Effectiveness and Efficiency of Education Proceedings. Ulaanbaatar.

Sodnomtsog, D. & Densmaa. S. (2018). Solutions for decreasing negative factors in teachers development. International Conference on Effectiveness and Efficiency of Education Proceedings. Ulaanbaatar.

Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review. 31, https://doi.org/10.1016/j.edurev.2020.100357

Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. https://doi.org/10.3102/00346543074003255