Abstract

Effective or purposeful leadership is generally accepted as being a central component in securing and sustaining school improvement. The evidence from the school improvement literature consistently highlights that Teacher leadership exercise an indirect influence on schools’ capacity to improve and upon the achievement of students, a preliminary glance at the vast leadership literature however reveals that it is largely premised upon individual endeavor rather than collective action and a singular view of leadership. The collaboration and collegiality fostered through teacher leadership has been shown to lead to an enhanced capacity for change and improvement.