Do Primary School Teachers in Cypriot Schools See themselves as Leaders? Echoing Practitioners’ Voices on Levers and Barriers

Source: Teacher Development, Volume 14, Issue 2, (2010) pages 225-239.

The current article reports on a small‐scale study of five cases located in one urban primary school.

This study examines the views of primary school teachers in Cyprus in relation to teacher leadership.
In particular, the study investigates the perceptions of teachers as to their potential to exhibit leadership functions as formal and/or informal teacher leaders.

The findings show that teachers acknowledge the significance of their professional development in reinforcing and supporting their leadership potential. At the same time they draw attention to the barriers they meet on a daily basis both at school and at a systemic level.