Paper Title
Teacher Leadership in the Selection of Textbooks for Text Readability

Abstract
Traditionally, most teachers have struggled to provide students with easily available textbooks or reading materials that are well-matched to their reading abilities. Choosing reading materials that are simple for second language (L2) readers is a difficult task. As a result, teachers play a variety of responsibilities in supporting school and student achievement as resource providers. Teacher leaders, according to this viewpoint, have a responsibility to play in the textbook selection for use in the teaching-learning process. This study looked at the role of teacher leaders in selecting appropriate and relevant textbooks for students' reading levels based on text readability, as well as the approaches to classical and modern text readability. As a result, teacher leaders (1) believe that textbook selection is important to ensure that the material they select is suitable and appropriate for the grade reading level; and (2) believe that teacher leaders' ability and skill in selecting and evaluating textbooks must be considered through collaborative work among peers, and that they must participate in every step of the textbook selection procedures. As a result, if teacher leaders are more rigorously and systematically included in the selection process, they will have a greater opportunity to participate in school decision-making and so grow professionally for school improvement.