An Examination of the Various Ways Teachers Become Leaders: A Blended Process

Anthony Stephan Bundy, Kevin J. Walsh, Geraldine Mongillo


The purpose of this exploratory study was to identify leadership factors that teachers viewed as most influential in their development as teacher leaders, and to generate suggestions to assist in the selection and cultivation of teacher leaders. This research employed a small sample of six teachers who were pursuing leadership roles and were identified as teacher leaders within their respective schools. Data collection was conducted through structured interviews, review of school documents, and a survey instrument. Teachers’ interview data were coded based on key teacher leader qualities and behavioral characteristics identified in current literature. Analysis and subsequent findings concluded that teacher leader development is a blended process involving multiple key factors such as: self-reflection, teacher expertise, student-advocacy, professional development experiences, organizational empowerment for teachers, opportunities for job embedded collaboration with peers, teacher passion, and vision.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2015 Anthony Stephan Bundy, Kevin J. Walsh, Geraldine Mongillo

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Education and Training      ISSN 2330-9709

Copyright © Macrothink Institute

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

If you have any questions, please contact