Leadership redefined: an evocative context for teacher leadership

by Linda Lambert
School Leadership & Management ()
Get full text at journal


Teacher leadership has been shackled by archaic definitions of leadership and timeworn assumptions about who can lead. Such ideas have situated leadership in the hands of a few formal leaders. Teachers have not seen themselves reflected in these prevailing notions, nor invited into the process. This article argues that a new definition of constructivist leadership and accompanying assumptions opens the way for teachers to consider themselves as leaders. Further, it proposes that building leadership capacity through broad-based, skillful participation in the work of leadership invites teachers into the processes and actions of leadership. Several strategies that characterise such work are advanced and described.

Cite this document (BETA)

Readership Statistics

68 Readers on Mendeley
by Discipline
87% Social Sciences
3% Business, Management and Accounting
3% Arts and Humanities
by Academic Status
25% Student > Master
24% Student > Ph. D. Student
12% Student > Doctoral Student
by Country
3% United States
1% Israel
1% United Kingdom

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in