教师是规划、实施和评估课程的重要利益相关者。他们可以从担当领导角色中获益。(Stone, Sandra J.(1995))虽然面临着高水平的期望和要求带来的巨大压力，但他们能够成功地将自己的知识和理解与新的领导愿景相结合，并最终融入学生的学习经历中。谢泼德，B;赫尔利,N;Dibbon, D，(2010)承认学校领导对学生学习有非常积极的影响，但是他们建立了学校领导和学生之间的间接联系。他们的研究旨在找出影响学生学习的领导变量，教师的士气和积极性是其中之一。Grant等人(2010)讨论了教师领导力的局限性。他认为，尽管教师具有共同领导的能力和远见，但他们很少参与课堂以外的活动。与其他教师在课程和课外活动方面进行了一些合作，但在全校和社区问题方面，教师的领导作用明显减少。
Teachers are established as instrumental stakeholders in planning, implementing, and assessing curriculum. They may benefit from undertaking leadership roles.( Stone, Sandra J. (1995) Though faced with an enormous pressure of high level of expectations and demands, they can successfully integrate their knowledge and understanding with new leadership vision, and eventually into the learning experiences of their students.( Blase, J. and Blasé, J. 2001) Sheppard, B; Hurley, N; Dibbon, D,(2010) recognize a very positive impact of school leaders on student learning however they establish an indirect link between, the effects of school leadership and students. Their research is directed at identifying the leadership variables that influence student learning, teacher morale and enthusiasm being one of them.. Grant, C. et al (2010),discusses the restricted role of teacher leadership. He believes that although teachers possess the ability and vision of shared leadership, they are rarely involved in activities beyond their classrooms. Some collaboration with other teachers in curricular and extra-curricular activities is seen but there was substantially less teacher leadership in relation to school-wide as well as community issues.