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The literature on teacher leadership contains multiple observations that it is a generic term that calls for clearer definition (Campbell, Lieberman, & Yashkina, 2015; Pangan & Lupton, 2015; Scott Williams, Lakin, & Kensler, 2015).
Angelle and DeHart (2016) made the important point that, “One commonality present in all of the definitions [in their review] is that leadership in a school does not have to be instilled in a single person but rather can be dispersed and shared with all school staff” (p. 90).
Four concepts related to teacher leadership are formal and informal influence, school culture, professional development, and teacher leadership as part of school improvement, which collectively contribute significantly to the quality of teaching and learning in a school.
If teachers are to participate in shared or distributed leadership activities, then what are the types of experiences and support that will enhance their leadership skills and knowledge?
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