The Role of Intellectual Humility in the Development of Leadership Skills for Language Teachers.

This article investigates language teachers' perceptions of intellectual humility—defined as recognizing one’s intellectual limitations and valuing others’ intellectual strengths—and its role in developing leadership skills within language teacher education. Surveying 94 language teachers from diverse countries, the study found that teachers widely regard intellectual humility as essential for effective leadership, with professional development positively correlating with openness to others’ ideas, while possession of teaching certificates showed a negative correlation. Teachers’ perceptions of intellectual humility closely aligned with their leadership experiences, including self-reflection on teaching practices and receptiveness to feedback from students and colleagues. The findings suggest that fostering intellectual humility through professional development may enhance collaborative leadership practices among language teachers.