● <B>Introduction</B>

Successful leaders have learned to view their organization?s environment in a holistic way. By deepening their understanding of school culture, these leaders will be better equipped to shape the values, beliefs and attitudes necessary to promote a stable and nurturing learning environment. Most researchers in the concept of teachers as leaders agree that it is different from administrative or managerial concepts of leadership. Various studies indicate that effective teacher leadership involves a move away from hierarchical functioning to shared decision-making, teamwork, and community building (Alvaredo, 1997; Coyle, 1997). In Britain and Europe, conventional notions of leadership tend to prevail and it is generally viewed as a singular rather than collective endeavour.

This trend prevails in Mauritius and most third world countries. Teacher leadership is an emerging paradigm in our educational jargon. We are a bit late with this concept because we are still discussing whether the head of a school should be a leader or a manager, whether leadership should be based on a pyramidal structure or if it can be shared. Even the leadership qualities of school have been barely researched. That many schools fare poorly because they are not managed by genuine leaders would amount to a common place argument.

A very grim profile has been painted about those in charge of certain institutions. If numerous heads of schools have a serious deficit of leadership qualities, it means that those traits have not always been valued in our system. The more a head of school feels threatened, the less will be the latter?s propensity to delegate responsibility.

● <B> What is a teacher leader?</B>

A teacher leader must, first, be competent in the classroom. Otherwise, he/she will not be credible. It is often believed that the more vociferous a teacher is, the greater his leadership skills. Definitely, a leader has to be bold and self-assertive but leadership should be put in context. A teacher who doesn?t master his subject, is inefficient in class, cannot inspire his pupils and colleagues cannot fit into this design. In fact, teacher leaders reach beyond their classrooms. They show their mettle when initiatives have to be taken, challenges have to be met, conflicts have to be resolved, ideas have to be discussed for the welfare of the school. Beyond their mere teaching expertise, teacher leaders are individuals who use their skills to influence other teachers toward better practice.

● <B>Importance of teacher leadership</B>

A teacher should have leadership qualities to discharge professional responsibilities. A teacher is in charge of different classes during a working day and comes across a series of incidents that warrant immediate actions. It is a pity to find some teachers rushing to the rector?s office with recalcitrant pupils they could not handle in their class. They may be excellent teachers but may not command respect from their pupils. For too long, the aberration that only the head should have leadership qualities has prevailed. We have schools with heads having no leadership skills.

Then, the concept of a middle management team evolved. It was supposed to be a link between the top and bottom segments of the organization; some sharing of responsibilities was welcome. While some fulfilled their tasks by inspiring, mentoring and guiding other colleagues, many were overwhelmed by responsibilities or felt threatened because their juniors were often more qualified and dynamic.

The new emerging paradigm is that leadership should be a characteristic of almost every member of an organisation for its smooth and efficient operation. Research shows that a change in the school culture from one that rests solely on the leadership of the head to one where even non-teaching staff, let alone teachers, should exhibit signs of leadership is beneficial.

Theoretically, a school which can count on teacher leadership can be very efficient. In reality, this may be a source of conflict if personality clash is too rampant. If teachers misuse their leadership qualities, then it means they are not fully formed leaders. Leaders should be able to evolve in groups with a minimum of friction. In schools, too, teachers with leadership qualities should recognize that their qualities to lead or manage do not empower them to defy the official authority to which they should subscribe. Yet they may share views and ideas and help the institution to ?be a winner? instead of shadow-fisting to be winners themselves.

Genuine teacher leaders want to be part of a community of leaders. They don't want to be stars in their classrooms. This is where some dedicated teachers who have leadership qualities are misunderstood by their colleagues when they help the management or show initiatives. Those who want to help, it is wrongly believed, are those who "want a promotion or to be in the rector?s good books".

● <B>Misunderstandings about teacher leadership</B>

There is a wrong concept among teachers when they believe that all teachers are alike, differing only in length of service, age, gender, grade level, or subject matter. Managing and understanding our differences, acknowledging the worth of each one of us, realizing that egalitarian concepts can be envisaged only up to a certain limit will help a lot in an institution. Those who can manage stress are endowed with higher emotional intelligence, inborn talents and skills or those who can easily assume responsibilities with will help ensure better recognition for such people who are real assets for the school.

Teacher leaders who ?offer? their services expecting to climb the promotional ladder faster may be ?fake leaders?. In reality, such ?self- acclaimed leaders? can be dangerous for an educational system. Once they are frustrated, they may turn their backs on the system and gnaw it in various ways.

● <B> How to ensure teacher leaders can operate</B>

The main onus lies on rectors or heads of schools. Some who are not sure of their own potentialities or have no inkling about delegating may find it difficult to developing teacher leadership among their staff. They may feel their post is at risk or their authority may ebb. Rectors who invest in team building, create professional development opportunities for their staff, inspire them, and are ready to recognise leadership traits in others, are more successful than those who feeling threatened, develop inferiority complexes towards emerging leaders and try to suppress their zeal or enthusiasm.

● <B>Conclusion</B>

When teachers behave in a childish way and look for attention, they could be suffering from the ?Peter Pan complex? and do not want to grow. Merely securing a degree and a job does not make a teacher leader. In fact, there is a severe dearth of such teachers. When teachers request not to be assigned an upper form simply because they will not be able to manage unruly, troublesome pupils, it says a lot about them. Unfortunately, no formal course can turn teachers into leaders.

The concept of teacher leadership is powerful because it is premised upon the creation of collegial norms in schools that contribute to school effectiveness, improvement and development. At its most profound, teacher leadership offers a ?new professionalism? based on mutual trust, recognition, empowerment and support. At its most practical, it provides a way for teachers working together to improve the learning experiences of young people.

<B>Mahend GUNGAPERSAD </B>