Why Is There an Interest in Teacher Leadership?

Abstract

The focus of this chapter is why teacher leadership is of interest to researchers and practitioners despite its lack of a clear definition. It is claimed that if notions of leader and leadership are solely attributed to those holding formal roles or positions then this is a problem. The view is advanced that informal interactions with colleagues matter and these are seen as offering opportunities for extending spheres of influence. That such interactions are typically not deemed as leadership work seems to be because those sharing their influence have no particular leadership title. This chapter signals  the need for a conceptual separation of the terms leader and leadership so as to make room for formal and informal leadership. It is asserted that how teachers use and share their professional knowledge with colleagues is what matters. This is seen as collective rather than individual work, to which all may contribute, regardless of whether they hold a designated role or title. Essentially it is the shared commitment to the moral purpose of the school which is of prime concern. This accounts for a preference for  the term “leadership” over “leader” recognising that teachers, interchangeably, can be leaders and learners who work for the needs of students rather than for personal gain or status.