Through a mixed methods approach, this study sought to respond to the following research questions:

1. What was the effect of the TL training program on how teachers understand TL?
2. How do participant’s perceptions of their role as a teacher leader evolve throughout experiencing training in TL?
3. How do the principals in the schools where the teacher participants work perceive TL and the role the participants play in leadership in the school community?

Two data sources provided the means through which we were able to respond to the research questions: The Teacher Leadership Survey (Wiens, 2021) and semi-structured individual and focus group interviews.

Participants discussed what they had gained from the coursework and what they were able to apply to their work as teacher leaders in schools. For example, one participant discussed how the coursework offered the academic language to connect to the work that they do as teacher leaders. Another participant explained that through the the coursework he was able to formally learn about mentoring and coaching, which he had never experienced, even after becoming an instructional coach. Other participants discussed having a better understanding of the coaching cycle and how they could better support teacher learning. Additionally, the survey data supported another way the TL program impacted the participants. Noteworthy to the how participants’ perceptions of their role as a teacher leader is the change in the responses to the survey items “I see myself as a leader” (Q1) and “My colleagues see me as a leader” (Q2).

While the school principals did not participate in the teacher leadership coursework, our third research question was designed to gain an understanding of how the principals of the teacher leaders who took the TL coursework viewed TL. While the teacher participants seemed to broaden their understanding of TL and gain applicable ways to support teachers and colleagues, principals often viewed TL as a formal position. Additionally, the principals viewed teacher leaders as those who take “initiative” to improve the school.

While our findings indicate that a university-based TL training program can impact the learning and role of a teacher leader, there may be further work that is needed to support how principals perceive TL. For example, principals could engage in professional learning how they might effectively participate in the learning and development of teacher leaders.

Additionally, the engagement of undergraduate teacher candidates in the research about TL may support their thinking about how the role of teacher may expand beyond the classroom and that teachers can be and are leaders.