Teacher leadership development and principal facilitation: Novice teachers' perspectives
Abstract This article explores novice teachers' perspectives on their teacher leadership roles and their principal's facilitation of their leadership development. A cohort of 20 novice teachers teaching in Hong Kong participated in this study. Data were collected through semi structured interviews and documentary evidence during a two year period. The results show that six novice teachers performed principal delegated and teacher initiated teacher leadership roles facilitated by principals' practices. Interplay of the teacher's and principal's roles as an interface of developing teacher leadership is evidenced. This has important implications for the roles of teachers and principals in fostering teacher leadership in schools. Teacher educators are also informed for enhancement of initial teacher education.