The purpose of this qualitative study was to examine the development of teacher leadership while conducting action research on teachers engaged in teacher leadership roles in an independent school. An action research approach was used to investigate and propose interventions to improve teacher leadership development. Four dimensions of teacher leadership were analyzed throughout the study using a conceptual framework that included sources of legitimacy, a culture of support, objectives, and methods of teacher leadership. Data collection methods included a questionnaire, individual interviews, participant observations, field notes, and a focus group.

Findings identified effective teacher leaders as those who demonstrate initiative, trust, awareness, qualities of being a team player, and displayed attitudes of being approachable, taking risks, serving others, and a sense of calm. Lessons learned by participants included improving organization, avoiding micromanagement, adjusting to feedback, and gaining wider perspectives on organizational leadership. A supportive faculty culture, administrative support, and time were found to be the primary drivers of teacher leadership support.

Thematic analysis yielded two major themes: 1) All teacher leaders were impacted by relational support and time; 2) Experience and role influenced teacher leadership support. Four conclusions structured around the conceptual framework are shared. Implications include developing a teacher leadership training program, administrative sensitivity to issues of time, customized support for teacher leaders, and continued research on the link between teacher leadership and student achievement.