Abstract
ABSTRACT Teacher leadership is on the rise in educational settings, yet concerns persist regarding the lack of training and support for teachers transitioning into leadership roles. In response, the authors—a teacher educator and five emerging teacher leaders—established and engaged in a self-study community of practice. These five emerging teacher leaders were in the process of transitioning into formal positions as instructional coaches and sought an environment conducive to their development as leaders. Employing self-study research methods, we explored our participation in the community as a formative leadership development initiative. Through this inquiry, we uncovered internal and external factors shaping our readiness for community development, identified developmental processes within the community that fostered our growth as instructional coaches, and acknowledged the community’s influence in reshaping our understanding of instructional coaching and driving action in our school environments. We conclude by underscoring the imperative of supportive developmental experiences like ours for emerging teacher leaders to effectively fulfil their roles and responsibilities. Additionally, we advocate for participatory research led by teacher leaders to cultivate fresh insights into teacher leadership and its associated functions.
Published Version
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