This paper arises from three doctoral studies: one features an action research methodology linked to the development of a programme of support for teacher leadership in Cairo; the second is an investigation of the personal, professional and contextual factors which contribute to experienced teachers in Kyrgyzstan remaining committed and effective. The third is the development and evaluation of a teacher leadership support programme in Moldova. In each case the central concern is with the sources of inspiration and support for teacher professionalism. The paper draws on the analysis of data drawn from interviews with teachers and data collected through the support activity. The paper provides evidence of how teacher professionalism can be restored and sustained in adverse conditions. The cultural and political contexts of these three countries are examined and compared; the discussion includes consideration of the legacies of leadership models that differ significantly from those dominant patterns in most European countries. The implications for educational reform are considered.