# data[].attributes.body
rational
persistent
tough-minded
analytical
structured
authoritative
visionary
passionate
creative
flexible
inspiring
innovative
creative
imaginative
experimental
initiates change

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                                                                           References

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                                                                           References

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Bush, T. (2015).  Organization theory in education:  How does it inform school leadership?  Journal of Organizational
Theory in Education 1 (1).  Retrieved from www.orgnaizationaltheoryineducation.com

Muijs, D., & Harris, A. (2007).  Teacher leadership in (in) action:  Three case studies of contrasting schools.  Educational
Management, Administration, and Leadership, 35(1), 111-134.

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Journal of Organizational Theory in Education

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The Journal of Organizational Theory in Education is proud to announce a call for new submissions. Did you present your paper at UCEA and want it included in our journal? Please submit through our website for your paper to be subjected to a double-blind review process.

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Promoting teacher leadership provides greater leadership capacity and capability, and also offers the prospect of a ready-made cohort when middle and senior leadership positions become available.

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Promoting teacher leadership provides greater leadership capacity and capability, and also offers the prospect of a ready-made cohort when middle and senior leadership positions become available.

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Teacher leadership is often linked to distributed leadership.  Distributed leadership has become the preferred model of educational leadership in the 21st century.

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Teacher leadership is often linked to distributed leadership.  Distributed leadership has become the preferred model of educational leadership in the 21st century.

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A key distinction can be made between teachers' classroom leadership, which may involve other adults, and their wider school role.

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Teacher leadership indicates lateral structures as teachers work collaboratively with colleagues to initiate change.

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Teacher leadership indicates lateral structures as teachers work collaboratively with colleagues to initiate change.

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Muijs & Harris (2007) suggests this leads to whole-school innovation.  This is seen as a "bottom-up" approach.

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The head is usually the originator of teacher leadership and is unlikely to support this approach if it seems likely to lead to goal conflict.

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The head is usually the originator of teacher leadership and is unlikely to support this approach if it seems likely to lead to goal conflict.

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According to Muijs & Harris (2007), while teacher leadership empowers teachers, it is unclear whether this extends to goal setting.

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According to Muijs & Harris (2007), while teacher leadership empowers teachers, it is unclear whether this extends to goal setting.

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Criticisms include teacher leaders amongst their peers are not necessarily the teachers with appropriate expertise

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Criticisms include teacher leaders amongst their peers are not necessarily the teachers with appropriate expertise

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Teacher leadership is a model developed to EMPOWER teachers. 

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Teacher leadership is a model developed to EMPOWER teachers. 

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This empowerment and the spreading of good practices lead to school improvement.
n order for this model to succeed, a culture of trust and collaboration is essential.