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This qualitative study voices teachers' and school leaders' perspectives on teacher leadership in the aftermath of the educational disruption that lasted over two consecutive academic years. Research studies have documented the influences of this disruption on teacher leadership as it unfolded in schools worldwide, including in Qatar. This research examines teacher leadership manifestations after schools reopened for onsite teaching and learning, and it focuses on the following questions: What are the main changes in teachers' leadership practices based on teachers' and school leaders' perspectives? To what extent did teachers develop different leadership practices towards students, colleagues, school leaders, and parents? What have teachers taken away from their experiences during COVID-19 that they will use in classrooms in the future? The sample is comprised of 14 educators working in Qatar government schools. The educators include primary school teachers (N = 10), vice-principals (N = 3), and a principal (N = 1). Findings reveal that teachers acquired adaptation skills that they carried to the school context. The educators further expanded their communication skills to encompass multiple stakeholders inside and outside the school. Lastly, the educators acquired technological skills that have supported student learning and professional learning. These teacher leadership manifestations were informal and voluntary and did not have a formal status or recognition. Despite these continuous changes and new requirements, several manifestations of teacher leadership, which had emerged during the pandemic, had disappeared. The study thus argues that the relapse of specific teacher leadership indicators may be due to the failure of policymakers and school administrations to establish systemic and systematic systems that support teacher leaders. Recommendations for researchers and practetioners are provided.

Effective teacher leadership promotes not only students' motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological,
and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal
consistency (> .80) and a robust 3-dimensional factor solution. Factor loading results showed that the instrument converged well with measures for 3 possible CIP-based teacher leadership styles. Overall, my results showed that the TLSS is suitable for assessing stable teacher leadership
styles based on the perceptions of college students, and that it aligns with theoretical expectations.

Over the past 25 years, Lithuania has established a system of education based on humanistic and democratic relationships. In this system, teacher leadership is highly important, as it serves as the basis for school community "reculturisation" and improvement. The aim of the current article is to overview the situation of teacher leadership in Lithuania, emphasising the aspect of teacher cooperation. The three characteristics of Lithuanian teacher leadership that we present demonstrate that teacher cooperation remains a challenge in the country. Teachers are reluctant to discuss and render improvement proposals, and lack experience of teamwork. Nevertheless, it is to be expected that the ongoing project "Time for Leaders," will produce the necessary cultural change required to create a learning network of teachers and establish genuine, open and professional dialogue.

The essential guidelines for leading effective change in your school. From an education expert comes a much-needed resource that gives teacher leaders the strategies and tools they need to improve their practice and assume new leadership roles in their schools. The author outlines the everyday acts of teacher leadership and shows how to lead effectively through collaboration. The book also contains suggestions for leading change beyond the classroom. Discusses what works when taking on the role of teacher leader in a school. Contains proven strategies and tools for implementing school change.

Mary Olsen took over the Principalship of a large elementary school of over 1500 students in acrowded urban area. From day one, things did not go as she had planned. The first day it rained,upsetting her plans to have an outdoor line up and greet the students and parents together. Whenmeeting the teachers, she expected a sense of collaboration and willingness to work hard. Instead shefaced two diverse groups of educators: one was the veteran work force who did not want any changes,having been at the job for twenty plus years. The second group was the newbies (italics mine), recentcollege graduates who came in wishing to roll up their sleeves and work. However, this set was stronglyinfluenced by the veteran teachers who persuaded them to put forth minimal effort in order to keep thestatus quo. How could Mary Olson bring these two divergent groups together under a unifying mission,especially since she and the school needed to affect change and evidence student performanceincreases under the mandates of No Child Left Behind?

There is an increase in demand for teacher leaders to take on and lead the digitised change in the classrooms. However, there is still limited research on how ready teachers are to lead and manage online teaching during and post-COVID times, and hence this exploratory study investigates the challenges that teachers face in enacting e-leadership. To answer the question on "how do the process and development of the introduction of Home-Based Learning (HBL) influence teacher leadership in Singapore?", through convenience sampling, this study used questionnaires to understand in-service teachers' readiness to be e-leaders and the drawbacks in the development and introduction of the hybrid or e-curriculum. The study concluded that when building teacher leadership capacity, it is important for school leaders to set the direction, establish a culture of online learning, and develop e-champions to support e-pedagogies. E-teacher leadership can be described as hybrid leadership that consists of a blend of face-to-face and virtual leadership skills.