Teacher Leadership in Academic Institutions – UGC NET Question

Teacher leadership involves taking initiative beyond one’s individual classroom to improve teaching and learning across the institution. It includes roles such as leading curriculum revision, coordinating programmes and supporting colleagues through mentoring. Such leadership is collaborative and oriented toward the academic mission, not merely administrative power. It strengthens the overall quality and coherence of educational offerings.

Option A:
This option equates leadership with authoritarian control, which can damage trust and collegiality. Effective teacher leadership relies on influence and respect rather than coercion.

Option B:
This option is correct because it reflects a service oriented and collaborative view of leadership. By engaging in curriculum work and peer mentoring, teacher leaders influence practices and policies that affect many students. Their initiatives often model innovation and reflective practice for the entire institution.

Option C:
This option restricts attention to one’s own class, missing opportunities to contribute to wider institutional improvement. While classroom focus is necessary, leadership calls for broader engagement.

Option D:
This option describes withdrawal from institutional processes, which is contrary to leadership. Avoiding committees and decision making means giving up chances to shape academic directions.