Abstract

This qualitative study investigates the teacher leadership role in promoting lifelong learning in Myanmar's higher education institutions. By focusing on teacher competencies and collaborative networks empowering teacher leadership, twelve participants from Higher Education Institutions across Myanmar and offices of the Department of Higher Education (DHE) were interviewed. The relevant articles and policy documents were used to form semi-structured interviews and principles of thematic analysis for this research. The study stated that the current situation for collaborative networks promoting lifelong learning in Myanmar was insignificantly supported. The application of professional learning communities (PLCs) rarely enhanced leadership, which was one of the key competencies for teachers. The findings highlighted the possibility of recommendations, which were 1) supporting teacher leadership, 2) institutional support, 3) applying global guidelines, 4) providing technology needs, and 5) implementing PLC practices effectively in Myanmar’s context. Further research should focus on collaborative networks among teachers through practical workshops empowering leadership and teacher competency development.

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