Servant-leadership as an effective model for teacher leadership

Abstract

This brief article aims to explore current approaches to teacher leadership
in an attempt to advance its practice and energize the collective leadership
of teachers. Leadership is not vested in one person who is assigned to a formal
position of power or authority, but, rather, is a reciprocal process that
enables participants in an educational community to construct meanings
for a shared purpose of schooling. First, I acknowledge the teacher’s role in
leading improvement at both classroom and school levels. I, then, suggest
that applying servant leadership to teacher leadership may serve as an opportunity
to improve teaching practices.