Teacherʼs role in efl classes Content: Introduction Main body

Conclusion
In conclusion, teacher plays different roles in English Language Teaching ELT. Some of the roles where a teacher performs when dealing the students are as follows learner, facilitator, assessor, manager and evaluator. By performing various roles, she becomes an ideal guide in shaping their future. Previously, teachers and principals have had distinct features and roles in a traditional school setting since the responsibilities of the teachers are somehow restricted to classroom environment. However, with the arrival of the era of accountability, teachers’ demand for professional development has led to an organisational change, which later paves the way towards the emergence of teacher-leaders as an offspring of the concept of teacher leadership. Therefore, it is not surprising that today’s teachers have some

managerial responsibilities in decision-making process. In this sense, of the many issues teachers are recently confronting, teacher leadership has a prominent role in most of the school settings. In the same vein, it is reported by the findings of this study that the workshop participants are in need of setting a basis for the development of teacher leaders as the trainers of future English language teachers.

Moreover, as a necessity of the 21st century, the learners are asked how well they are prepared ethically and wisely at schools within a myriad of choices. Besides, in this world of intense individualism, common good and values are resided in one’s overly competitive behaviours in a time of test-passing as an indicator of success.

Teacher-leaders have the responsibility to prepare their students as responsible citizens who are also respondent to transform the society they live in, albeit not to take the world as it is. Accordingly, it is also noted by the findings of this study that developing the 21st century skills in students in order to understand what teachers should do in the classroom for their future learners of utmost importance. In the quest of delivering high quality language teaching, language teachers with good leadership skills are searched to struggle with the global complexities comprised of the changes in the field of language teaching. The problems of organisations are increasingly complex. There are too many ironies, polarities, dichotomies, dualities, ambivalences, paradoxes, confusions, contradictions, contraries and messes for any

organisation to deal with. Correlatively, the workshop has offered a platform where by the participants can discuss and share their experiences as the stakeholders and teacher-educators.

The findings of this study have voiced a similar sentiment by capitalizing on the utilisation of the potential of current teacher-leaders by means of professional development activities, as well. In a bid to lay emphasis on the concept of teacher empowerment, it is reported by the findings of this study that the distribution of leadership is desired. Accordingly, teacher educators are regarded as the informal teacherleaders who have no actual title and not compensated for their work since the emphasis is put on the opportunities created within the classroom and

day-to-day work in it. Teacher-leaders can gain the roles of a facilitator, observer, resource provider, mentor and even learner. In that, teachers’ professional development through innovative programmes, workshops, initiatives and hands-on projects is vital, which is also noted in this study. In this sense, teacher leadership as a concept goes beyond the classroom environment since the management tasks together with the tasks of curriculum and instruction can surpass the whole school.

Besides, language teachers are assumed to treat their students with courtesy creating an atmosphere moulded with learners’ autonomy. educational leadership as a concept, and language teaching and learning as a process are interwoven since educational leadership ensures effective planning, organisation, implementation, reflection and evaluation. Therefore, such kind of activities that foster teachers’ professional development can provide an insight into the learning environments so that EFL teachers can collaborate with their colleagues as a professionally effective individual in a community. In addition, EFL teachers who have the skill of educational leadership such as communication, collaboration and innovation are more willing to learn and, subsequently, are more eager to take part in continuous professional development activities.