The enactment of teacher leadership in an urban primary school : a case study of three teacher leaders.

Abstract

The traditional view in education leadership separates school leaders from teachers. However, traditional views has been challenged by recent research which calls for distributed forms of leadership where all teachers are viewed as having the capacity to lead and where power is distributed across the organization. Therefore, leadership must be understood as a shared process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school. In other words, it is within these professional learning communities that power in the school is redistributed and where teachers can operate as leaders as they strive towards a more equitable society.