This study explored factors and conditions that impact teacher leaders’ ability to influence colleagues in secondary schools in Ontario, Canada. Data were collected from six department heads in a suburban school board using semi-structured interviews. This student demonstrates that teacher leaders ability to influence others is affected by both external and internal factors and conditions. A framework presenting department heads as teacher leaders was developed using a constructivist lens. These results will allow boards, schools and teacher leaders to deepen their understanding of the need for collaborative environments that foster on-going learning and decrease the negative effects of external and internal factors and conditions department heads experience in their schools.
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