Reframing Collaborative Leadership as Context-Sensitive Praxis: Pedagogical Innovation in EFL Higher Education in Indonesia
DOI:
https://doi.org/10.17507/tpls.1603.19Keywords:
collaborative leadership, teacher agency, EFLAbstract
This qualitative case study examines how collaborative leadership functions as a context-sensitive social infrastructure for pedagogical innovation in the English as a Foreign Language (EFL) program at Universitas Madura, Indonesia. Using semi-structured interviews (n=22), focused observations of curriculum and teaching team meetings, and document analysis, this study implemented reflective thematic analysis based on the six phases of thematic analysis proposed by Braun and Clarke. The research findings indicate a shift from hierarchical control to shared authority through a process architecture that includes (1) co-design forums with a stable coordination rhythm; (2) contextualized project-based learning linking linguistic competencies with local sociocultural issues; (3) participatory assessment and dialogic reflection that transforms evaluation into a learning tool; (4) increased student engagement; and (5) asynchronous collaboration supported by an LMS that documents feedback and accelerates the cycle of improvement. Theoretically, this study reframes collaborative leadership as a praxis that combines distributed leadership and teacher agency within the context of resource constraints in schools, as follows: Practically, this study proposes the institutionalization of co-design forums and informal mentoring as knowledge infrastructure, standardization of contextual PBL and participatory assessment, and use of LMS for tracking and accountability to improve online learning quality. Although limited to one institution, this study paves the way for comparative, longitudinal, and mixed-method research on sustainable EFL innovation in regional higher education settings in the Global South.
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