A decade of experimentation with teacher leadership has made it clear that new roles can be difficult to master. This case study of nine elementary teacher leaders provides some answers. Within the school setting, the strongest sources of support are a strong network of colleagues and administrator support. Principals lend this support by providing verbal encouragement, locating resources, supplying information, and coaching new leadership skills. Training opportunities also play a role, but do not by themselves seem to create leaders.
Time is the greatest barrier within schools.
Not only is there too little of it, but classroom responsibilities prevent teachers from using available time flexibly. Sometimes teachers face resentment or jealousy from other teachers or hostility from administrators. In addition, the new roles are sometimes ill-defined and ambiguous. Outside the school setting, teacher leaders benefit most from support of family and friends, though several mentioned media recognition and support from parents of students. Lack of support from these groups is a significant barrier, and the need to balance work and family is a continual concern.