Based on a study of the leadership approaches of highly successful teachers and paraprofessionals who work in socioeconomically disadvantaged school communities, presents a preliminary framework for teacher leadership in which aspects of transformational and educative approaches to leadership are evident, with strategic approaches less so. Concludes that the work of highly successful teachers is not sufficiently recognized in the development of most theories of educational leadership. This may be particularly the case with theories that originate in corporate and managerial systems, raising serious doubts about the potential of much existing theory to meet the needs of the education profession in emerging educational contexts.
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