This book addresses the lived challenges to teacher leadership. It
illustrates an arts-based research approach that effectively highlights
the broader context of relational dynamics between adults at school,
using one-act plays to open up difficult conversations on complex
issues. School leadership has, ostensibly, a performative dimension.
Teacher leaders enact leadership from a more vulnerable platform than
those with administrative positions, while they try to thrive in roles
which are not always clear from their pre-service preparation.
Early-career teachers are often not aware of the very real hazards that
can accompany their initial foray into leadership. This book encourages
creative thinking about how to enact the teacher role to better embed
and advocate for a supportive and just system.