Abstract
Abstract With the realisation that leadership is not confined to only a position, the concept of teacher leadership has been gaining increasing attention among academics and practitioners. However, we lack any knowledge on how this ideally portrayed concept unfolds in Pakistan. This research explored secondary school teachers’ perceptions of their leadership practices in Lahore, Pakistan. One teacher each from four private secondary schools was invited to take part in the interview process. The analysis of data suggested that the participant teachers practise some aspects of teacher leadership such as taking instructional decisions, helping novice teachers, leading school events and connecting to the community. However, in comparison with Kentucky Teacher Leadership Framework (2015), which guided this research as a conceptual framework, all the participant teachers lacked any role to increase teacher influence and to professionalise teaching. The significant outcome of the research is a four-dimensional situated model which illustrates contextually situated practice of teacher leadership.
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