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This paper reviews teacher leadership and the concept of teacher driving. Teachers as leaders in the scope of learning need their own abilities in learning management and in terms of building relationships with other educational ecosystems. Based on the results of this paper, it can be concluded that; First, the leadership of the teachers (teacher leadership) is affecting the ability of learners to achieve the learning objectives and be able to establish communications with other educational ecosystems. The role of teacher leadership is as an interactive, consultative, participatory, and controlling figure. The teacher becomes the central figure in the management and implementation of learning. Efficient teacher leadership can be carried out in a democratic style that makes teachers more open in learning and becomes a collaboration space with students so that they can foster harmonization of intimacy. Second, the concept of the driving teacher is the formulation of educational policies that are directed at producing teachers as learning leaders. The characteristics of the driving teacher are designed as future education patrons who carry out learner-centered learning and empower fellow teachers in their area. Substantially, this policy implements a curriculum that is based on the educational philosophy of Ki Hadjar Dewantara where a learning leader must be able to reflect critically to contextualize these philosophical values in local and national contexts.

The extent to which organizational, social, cultural, and leadership contexts within schools support or impede the complexity of emergent leadership as it relates to professional learning communities was investigated in this study. Through in-depth interviews exploring ways in which teacher leadership manifests itself, the ability of teachers to understand their own leadership capacity, and how their emergent leadership influences others, data from this study reshape the notion that schools do not need to reform, but need to transform from traditional schools of teaching into contemporary schools of learning, providing the type of professional knowledge needed to foster 21st century skills for students. Data were collected through one-on-one semi-structured interviews conducted With fourteen teachers from four schools designated as the highest and lowest Title I and Non-Title I schools in a large urban district based on state wide achievement scores. These interview data were analyzed to develop five thematic constructs with sixteen themes. Thematic constructs were also developed to address the four context factors that may support or impede emergent teacher leadership. The findings suggested that teacher leadership has the ability to develop through the process of collaboration which is socially constructed in the context of professional learning communities. Findings further reveal that deep considerations for the ramifications of working within such a complex system as a learning community be made. These considerations include understanding that teacher leadership leads to a shift in decision making from a hierarchical to democratic model, that collaboration builds organizational intelligence, that struggling students are motivators for reflective professional discourse, and that influential peers set the model for this type of intuitive teacher leadership. Implications for further practice and directions for future research are also discussed.

Distributed leadership can enhance the professional learning communities of schools. The present study explored the leadership experience of Jordanian special education teachers, and their perceptions of common constraints to leadership. A mixed method design was used, including a survey (n = 136) and an interview (n = 23). Results indicated that special education teachers had little experience of leadership roles. They regarded the provision of cognitive and emotional support to colleagues as their most important leadership role, and participating in interview committees and selecting new teachers as the least important. There were no significant mean differences between male and female special education teachers in their level of enacted leadership. Level of education and years of experience were found to have a significant effect on the level of teachers' leadership.

Classroom teachers receive various forms of professional development throughout their careers withthe intent of improving their teaching practices and ultimately, student performance. However,professional development can also have an impact on teacher leadership activities outside of theclassroom as well. The purpose of this study is to assess whether professional development receivedfrom the Advancement Via Individual Determination (AVID) program has an effect on AVID electiveteachers' level of teacher leadership within their schools. Teachers from middle schools and highschools implementing, or planning to implement, AVID were examined in order to answer the followingresearch questions:1) Is teacher leadership affected by the quantity of professional development received from AVIDSummer Institutes?2) Is there a relationship between teacher leadership and teaching experience, as defined by thenumber of years teaching?3) Are certain demographic variables, such as gender and level of education, associated with teacherleadership?

Teacher leadership requires empirical evidence to reinforce several antecedent influences identified in recent reviews. This study attempts to examine the relationship between principal leadership and teacher leadership with academic emphasis in schools as a mediator. The study utilised a cross-sectional survey design. To ver¬ify the hypothesised research model, survey data was collected from a sample of 370 teachers working the schools of Maldives. Partial least squares structural equation modelling was used for data analysis in this study. Findings revealed that principal leadership has a positive direct effect on teacher leadership and academic emphasis. Findings also demonstrated that academic emphasis is directly related to teacher leadership. The findings affirmed the role of academic emphasis as a significant mediator between principal leadership and teacher leadership. Besides contributing to knowledge in the area of teacher leadership, importance of both principal leadership and academic emphasis in cultivating teacher leadership were highlighted. Principals are recommended to enhance academic emphasis for teacher leadership to thrive.

This paper explores issues with defining teacher leadership and this causes confusion with research on middle leadership. After providing a definition of middle leadership, four major reviews of teacher leadership and an international research project on teacher leadership are described in terms of how teacher leadership is defined. It is shown that in most definitions of teacher leadership there is considerable overlap with middle leadership research and because of this there is a lack of clarity about what is being researched. A leadership influence model is described which provides a way to distinguish between school leadership based on positional power and personal connectiveness. Importantly, this can provide a distinction between teacher and middle leadership that has greater clarity and distinctiveness than current definitions, and potentially it could unify the study of teacher, middle, principal and distributed leadership.

The objective of this study was to determine the impact of professional training on teacher leaders and teachers' performance. The population of the study was secondary school teachers in Lahore; while there were selected 20 respondents were selected through a random sampling technique. For this study, a pre-experimental research design was administered.This scale was administered on the basis of the Teacher Leadership Exploratory Consortium. The research data was collected before and after treatment while SPSS was administered to analyze the research questions proposed in this study.The findings of this research revealed that the post-test score was greater than the pre-test. Significantly, this study is beneficial to developing the teacherleader skills and teachers' performance through professional training. Moreover,it may enhance the teaching-learning process by adopting innovative strategies and techniques.

Teaching encompasses leadership knowledge, skills, and dispositions. Teachers, as professionals, draw their leadership power from competencies, influences, relationships, or expertise, but current leadership models position teachers as followers, not as leaders. The aim of this paper is to demonstrate that teachers, whatsoever their situation, position, or belief may be, are leaders of classrooms and schools without stepping up to formal roles. The Toulmin method of argument was employed to support and reason out the main claim. The findings of the study suggested that leadership is not a special role of a particular person; it includes all facets of schools and communities, particularly teachers. The author argued and identified a number of leadership attributes exhibited by teachers, and subsequently discussed teacher professionalism to show whether it is the only source for teachers to demonstrate leadership. Eventually, it has been concluded and corroborated that teachers, by their very profession, are leaders of classrooms and schools; though teachers may not be aware. Programs of teacher leadership are essential not to make teachers leaders, as teachers are already leaders of their schools, but to make them more conscious of their leadership functions and improve upon them on a daily basis.