Pathways to TESOL Leadership: Co-constructing What It Means to Lead
Self-reflexivity frames research as a process of continuous questioning in which individuals critically examine what they know, how they know it, and how their positionality shapes knowledge construction (Guillemin & Gillam, 2004). This blog explores those ideas through the leadership journey of the incoming TESOL president (2025–2026), Dr. Okon Effiong, and his perspectives on leadership and pathways within the English language teaching field.
From Observation to Engagement
At his first TESOL International Convention in 2010 in Boston, Massachusetts, USA he was struck by the imbalance in global affiliate representation, with only four affiliates from Africa. Rather than remaining on the sidelines, he adopted a guiding mindset captured in a simple metaphor: Do not be an armchair critic. If you want to change something, step inside and help fix it." This moment marked a shift from observation to engagement.
He not only noticed underrepresentation within TESOL but also reflected on how his own participation could shape the knowledge and decisions produced within the association. His leadership path grew from this commitment, moving from service on the Diversity and Inclusion Committee to founding Africa ELTA, continued involvement in TESOL interest sections, and eventually serving as president of TESOL International Association.
The Power of Meaningful Encouragement
He was encouraged by his mentors with affirmations such as, “I know a leader when I see one” and “future president.” This moment marked a turning point, as his actions, values, and potential were recognized even before he recognized them in himself. It illustrates how leadership development begins not solely with expertise, but through trust, commitment, and meaningful mentoring relationships.
Dr. Effiong emphasized the value of both formal and informal mentorship as essential for creating opportunities for TESOL professionals. This perspective aligns with research showing that TESOL leaders who mentor others inspire and motivate emerging leaders to develop their leadership capacity (Trinh et al., 2024).
Collaboration, Perseverance, and Adaptability
Dr. Effiong’s leadership is rooted in collective effort, shared responsibility, and mutual growth, shaped by collaborative practice, evidence-based action, and a bold, inclusive vision. He describes his leadership journey through the metaphor of navigating the Great Northwest Passage, a demanding and uncertain route that requires perseverance. Early attempts to contribute did not always gain traction, but over time, greater familiarity with TESOL’s structures and culture shaped how he engaged and advanced. His experience reflects leadership as nonlinear, unfolding through sustained commitment and openness to opportunity as it emerged.
He explains that leadership is not about visibility or personal credit, but about serving and engaging from within the organization. He describes himself as a leader who works from the engine room rather than the bridge, emphasizing that meaningful change happens when individuals step forward as insiders. He also uses the metaphors of elephant ears and eagle eyes to stress the importance of deep listening, strategic vision, integrity, and humility in effective leadership.
First Steps to Meaningful Change
In his closing reflections to TESOLers, Dr. Effiong encourages educators to step up early, engage fully, and serve with integrity and humility. He emphasizes that meaningful and sustainable change cannot be imposed from the outside but must begin with individual self-examination and moral renewal. He also highlights the importance of remaining attentive to ongoing changes in technology, economics, and policy to stay relevant.
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Interested in Leadership? Consider TESOL’s Leadership Mentoring Program, where you could be paired with an experienced TESOL leader who will partner with you as you contribute your expertise to TESOL activities and projects. |
References
Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and “ethically important moments” in research. Qualitative Inquiry, 10(2), 261–280. https://doi.org/10.1177/1077800403262360
Trinh, E., de Oliveira, L. C., & Selvi, A. F. (Eds.). (2024). Multilingual leadership in TESOL. Routledge.
About the author
Enkhchimeg Sharav
Enkhchimeg Sharav is a PhD candidate in curriculum and instruction at Montana State University, USA. Her work focuses on international education, digital storytelling, and technology-enhanced teaching. She is a recipient of the TESOL Leadership Mentoring Award (2025–2026), an experience that informs her interest in leadership pathways and mentoring within TESOL. In addition to her research, she is actively involved in leadership and service, including founding the International Education Networking Initiative, a nonprofit organization, and serving as the events manager for TESOL’s Computer-Assisted Language Learning Interest Section (CALL-IS).