Exploring teacher leadership during COVID-19 in Africa and Latin America: A rapid qualitative study in six countries

There is limited evidence about teacher leadership during education emergencies, such as that of the COVID-19 pandemic. 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 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 prioritised student and community well-being during the COVID-19 pandemic by building and maintaining social connections with students and families, supporting student mental health and physical health, and protecting students from heightened risk factors early marriage, adolescent pregnancy and child labour. Teachers also acted by taking the lead as community mobilisers - educating local communities about COVID-19 risks and prevention. The paper discusses barriers and facilitators to teacher leadership in low-income contexts. It concludes by identifying emerging lessons to strengthen teacher leadership and recommendations to activate teachers as a central pillar of resilience in education systems during crises.