Teacher leadership in the classroom, the effect on the school and the relevance holistically.

1. Impact of Teacher leadership:

2. The definition of Teacher leadership

3. Teachers losing the "I am just a teacher" label and focus on becoming a researcher, scholar, inventor, meaning maker they diversify their vision and who they are and what they do (Lieberman & Miller, 2004).

4. A substantial barrier, for those teachers who want to become a leader, is the structure and culture of the school and is unfavourable to the maintainability of the efforts to improve (Lieberman & Miller, 2004).

5. Teacher leadership is a group process, focus on learning based on collaboration, development and growth of a scope of people (Harris & Lambert, 2003).

6. Leadership needs to be distributed over multiple leaders, senior managers and teachers, to bring fundamental changes and in decision making (Spillane, 2006).

7. Teacher leadership is the ability to encourage colleagues to change, to do things they would not do without clear leadership, to lead within and beyond the classroom, to participate in and contribute on teacher forums, influencing teachers to use best practises and working in collaboration with colleagues (Wasley, 1991 & Katzenmeyer & Moller, 2001 and Boles, Katherine and Troen, 1994).

8. Teacher leadership in my organisation

9. Crowther (2009) showed evidence of teacher leadership in schools which lead to a positive outcomes in terms of academic results and day to day management of the school. In the last year the Ministry of Education appointed lead teachers. The lead teachers completed training, but did not had the opportunity yet to guide the rest of the teachers.

10. Members of the leadership team

11. Principal, Vice Principal Academic, Head of Department, Coordinator, Subject Head, Grade Lead teacher

12. How and where does the teacher fit in?

13. Lead teachers is a new concept in our organisation and the building of trust, understanding and managing change processes, utilize resources and being able to building skills and confidence in others are some of the challenges teacher leaders are facing (Lieberman et al, 2000).

14. Legitimizing Teacher leadership:

15. Resistance to Teacher leadership

16. Teacher leadership effects on the school:

17. To legitimize teacher leadership, researchers need to explore and understand teacher leadership skills so that the latter can become widely recognized and the education system can include teacher leaders into teacher preparation programs (Collay, 2006 & Lieberman, 2015 & Harris, Lowery-Moore, and Farrow, 2008). There are interest in teacher leadership roles with the focus on influencing education outside the classroom (Brenneman, 2015).

18. Evidence of teacher leadership roles in schools showed improvement in the school management, management of departments and the day to day activities at schools (Crowther, 2009).

19. The resistance to teacher leadership has to do with assumptions that principals do not want to share leadership, lack of recognition for initiatives taken when in an informal leadership position, lack of time, no compensation and a deep-rooted school culture that work against teacher leadership (Barth, 2007).

20. Organised teachers have a positive relationship on the academic performance of students (Louis & Marks, 1998). In schools where there is a distribution of leadership sources the student outcomes improved (Silns & Mulford, 2002).