Team Teaching and Situational Leadership Theory: Adapting and Combining Frameworks for Japanese English Education
With the goal of better understanding a healthy working relationship between two teachers co teaching in the same classroom on the same subject, this study takes a look at leadership related behaviors in team teaching environments. The study looks at relationships between teams of teachers in Miyazu City School District, a rural Japanese school district teaching English language in public K 12 schools. The relationships of team teachers are analyzed from the perspective of leadership and leadership theory. Situational leadership is presented as a means to understand the social dynamic at play when two teachers are conducting a class and how these ideas can be suited directly to behaviours of team teachers both in and out of class. The result is the creation of a new framework based on existing team teaching and situational leadership models to better understand and improve on working relationships of team teachers.