Great job satisfaction is something that most teachers do not experience especially those that lack formal responsibility. Based on the study the reason for this is because majority of the teachers do not embrace or engage themselves in some leadership training. Professional development activities that relate to leadership training help to train and equip all teachers with the required leadership capacity skills (Wiles & Bondi, 2004).
Based on the study it is quite clear that any good and quality teacher leadership should be supported with collaborative school culture. There should be independent, adversarial or isolated relationship among teachers and also among the principals based on a traditional school setting. It is well noted that all school leaders should be aware of the fact that even though most adult relationships end up being thought of as social and superfluous such relationships may end up having influence on each aspect of the school. It is only when all adults tend to practice collaboration that the culture of that school can be a favourable condition for teacher leadership (Wiles & Bondi, 2004).
With regards to the case study the principal is the only qualified person that can be able to facilitate the development of teachers with emphasis on their leadership skills. It is only when the principals in charge are well committed in ensuring that the aspect of collaborative culture is present that majority of the teachers will be able to give great contribution based on the set conditions. It is noted based on the research of the case study that majority of the teachers have been through professional situations that have focused on the legitimate power of principalship that has been regarded as intimidating. Principals that want the teachers under their guidance to be leaders must embrace the first step of ensuring that all the teachers are incorporated under ...Show more