ABSTRACT
John Bangs and David argues that high-quality education for all young people and the developments of education systems are dependent on the potential within the teaching profession being successfully unlocked. In particular they argue for non-positional teacher leadership whereby teachers can become energised and inspired to become agents of change with an enhanced sense of moral purpose. The authors begin with a brief exploration of the concept of self-efficacy and its relationship to teacher leadership. The OECD's Teaching and Learning International Survey (TALIS) explored teachers' reported self-efficacy. The purpose of this study was to provide an analysis that could assist teacher unions in putting forward policies that could lead to the enhancement of the confidence, professional knowledge, self-efficacy and professional development of teachers. The major sticking point seems to be the role of teachers in the processes through which the official curriculum is designed.
