This article presents findings from a case study that describes the ways that four teachers pursuing their master’s degree in teacher leadership engaged in leadership activities in their schools. In order to explore this purpose, this study examines two research questions: (1) How do teachers enact leadership in their schools and (2) What complicates or enables teachers’ leadership activity? Findings indicate that the norms of the teaching profession including equality and privacy affect teachers’ enactment of leadership in their schools. Teacher leaders limit their work based on their knowledge of these norms, their past experiences engaging in leadership, and the culture present in their schools.


Teacher Leadership, Professional Norms, Qualitative Inquiry

Author Bio(s)

Jill Bradley-Levine is an assistant professor in the Educational Studies Department at Ball State University. Her research interests are teacher leadership, professional learning, and innovative instruction. Correspondence regarding this article can be addressed directly to: jsbradleylev@bsu.edu.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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