Abstract
This qualitative study of informal teacher leadership contributes to the body of research concerned with the practice and impact of teacher leadership. For this study, informal teacher leaders were defined as full-time classroom teachers who also take on leadership work without formal leadership titles to designate those roles. Findings from this study provide new information about informal teacher leaders’ practices and beliefs and the impact of their work. First, they engaged in three key practices: learning and sharing, collaborating with colleagues, and advocating for positive change. Second, they held two beliefs: all teachers can be leaders, and teacher leadership is concerned primarily with collective capacity building. Third, informal teacher leadership positively affected their colleagues’ behaviors and attitudes. These findings point to the potential for informal teacher leadership to reculture school communities and the teaching profession.
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