ABSTRACT
This chapter features a critique of dominant assumptions about leadership, arguing the need for constructionist approaches. The discussion highlights the idea of leadership as a practice which comprises behaviours such as direction setting, influencing colleagues and developing practice. The international discourse on teacher leadership is examined and the alternative of ‘non-positional teacher leadership’ is foregrounded as the key to making schools more ‘leaderful’ organisations. The view of teacher leadership proposed is an inclusive one in which any teacher or other adult working in a school can be enabled through facilitation from within the school to lead change.
