College EFL Teacher Leadership

College English teachers play an important role in deepening the reform of college English education and cultivating international talents that meet the needs of social development.In order to better promote the development of college English teachers,many colleges and universities have implemented rich teacher development projects.Facing the dilemma of the development of college English teachers,exploring the new model of teacher development has become the focus of college teacher construction projects.Over the past twenty years,the probe into teacher leadership has become a hot topic both at home and abroad.What has featured the probe is that it has been targeted toward teachers in primary and secondary schools,leaving those in the higher education rarely involved.Based on Ecological systems theory,this study deploys the the qualitative case study method by purposefully selecting three college English teachers as participants.Research data is collected from interviews,informal observations and related documents.Based on data analysis,this study mainly draws the following conclusions:In general,the level of leadership of the three case teachers in sequence is: Teacher A,Teacher B and Teacher C.There is no significant difference in instructional leadership among the three case teachers,and there are differences in peer leadership and decision-making leadership.At the individual level,teacher leadership is primarily influenced by professional authority,leadership knowledge and skills,and self-concept.From the microsystem,interpersonal relationship is a key factor that promotes or hinders teacher leadership.From mesosystem,time is another key factor affecting the implementation of teacher leadership.From ecosystem,the school policy also affects the implementation of teacher leadership to a certain extent.From the macrosystem,the implementation of teacher leadership is also closely related to the cultural atmosphere.