Daniel Muijs|Alma Harris
Teacher Leadership in (In)action
University of Manchester|University of Warwick
teacher leadership concept gaining increasing interest practitioners researchers article presents findings three case studies uk characterized exhibiting developed emergent restricted teacher leadership differences similarities schools examined leading us conclude purposive action head school culture school structures key distinguishing factors teacher leadership requires active steps taken constitute leadership teams provide teachers leadership roles culture trust collaboration essential shared vision school needs go clear line management structures strong leadership development programmes developed emergent teacher leadership schools barriers teacher leadership mainly external school school described exhibiting restricted teacher leadership internal factors also key barriers