Abstract
ABSTRACT This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘hyphenated identity’ where each of the ‘teacher’ and ‘leader’ labels has a unique meaning and power. Data have been collected for 2 years from 46 leading teachers in elementary and high schools, using a phenomenological approach. The findings present a process of professional identity expansion, characterised by developmental movement, a shifting movement between spaces, as well as between one identity and another. Therefore, a model with the following six key milestones was designed: a) the transition from ‘identify’ to ‘identification’; b) the process of shaping and expanding identity consciousness; c) expansion of the sense of self-efficacy into practice; d) the ability to ‘move aside’; e) enhancement of pedagogical knowledge and (f) establishment of a spiral return to teachers; definition as leaders.
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