The qualitative study focuses on teacher leadership in the context of Pavlodar region. The teachers from rural and urban schools have been interviewed to share their perceptions on teacher leadership. The research identifies teachers’ understanding of leadership, factors that contribute to and inhibit teacher leadership. The participants also provide suggestions on how leadership potential can be enhanced at the schools of the region. The data analysis reveals that overall teachers have similar views on what teacher leadership is. All the participants state that teacher leadership is connected with responsibility and dedication towards teaching and learning. The participants show agreement that all teachers are true leaders since teachers are the ones who form young minds, encourage them to think critically and help learners explore the world.

The study participants have identified the factors that contribute to teacher leadership. Among internal factors teachers identify professional knowledge, personal qualities and motivation as those that enhance teacher leadership among school educators. External factors, such as a supportive school environment, professional development programs and collaboration with other colleagues also contribute to developing teacher leadership at the school site. 

The participants also point out the factors that inhibit teacher leadership in schools. Two dominating factors have been identified during the interviews: lack of time-management skills and lack of collaboration.

The participants suggest their initiatives that might enhance teacher leadership skills: organizing effective leadership training centers and increase of professional collaboration between rural and urban schools. 

The qualitative study aims at exploring teachers’ perceptions regarding teacher leadership through the prism of recent educational reforms in the country. Thus, the study focuses on the following research questions: 1. What is teacher leadership? 2. Do you think that teachers are true leaders? Why? Why not? 3. What factors contribute to teacher leadership? 4. What factors inhibit teacher leadership? 5. How can teacher leadership potential be enhanced in schools of Pavlodar region? To address the research questions, five teachers participated in the interviews to reflect their teaching experiences and practices as well as to share their views on teacher leadership. The participants come from different types of schools: two teachers work in a rural ungraded school and three teachers work in urban schools. The respondents of the study teach different school subjects and their overall teaching experience ranges from 3 to 35 years.

The research has revealed that teachers perceive themselves as leaders: they accept the responsibility for their teaching and student’s learning as well as they shape the minds of younger generation in accordance with the requirements of the 21st century. To obtain more experience and exercise leadership skills, the teachers would like to have leadership centers for Pavlodar region school educators. Such centers may have a positive effect on increasing leadership potential of school teachers as they will learn how to prioritize their work and promote leadership in their schools. In order to become leaders, teachers should also collaborate more with other colleagues outside their own schools to improve teaching and learning. They understand the importance of professional development and collaboration and they are open to learn and promote leadership skills in their environments. It seems to be quite a positive trend as such attitude will result in more effective teaching and learning as well as it will boost teachers’ confidence and morale. It is of high importance for all teachers to learn more about the role of teachers as leaders; there is much research dedicated to teacher leadership and how to promote sustainable leadership in school. Teachers should explore the strategies and positive international experience that will be helpful to develop leadership skills. It is crucial to point out that leadership needs to be sustainable in the long run and only this way leadership will be beneficial and successful for both teachers and students. The research findings will help to empower teacher leadership potential among the school educators of our region and of our country on a bigger scale. The study data will support development of teacher leadership and the identified factors that contribute to and inhibit teacher leadership will help teachers turn into true leaders of the educational system.

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