Abstract
The significance for teacher leadership has received great attention, however its application received minimal attention, hence this study explored the application of teacher leadership practices at secondary schools in Namibia. Using a qualitative research approach, the study interviewed forty-five (45) participants who were chosen purposively selected from three (3) secondary schools in Namibia. Key findings revealed that teachers practice leadership roles across six spheres of Kentucky’s teacher leadership model. In Sphere One: teachers lead in the classroom, in Sphere Two: teachers lead through modelling and coaching. Further, in Sphere Three: teachers lead groups and teams; in Sphere Four: teachers lead to increase teachers’ voice and influence, in Sphere Five: teachers leading to professionalise teaching and in Sphere Six: teachers lead to connect the school to the entire community or world.
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