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The notion of educational leadership has been equated with formal and positional leadership in the past. However, the notion of shared leadership, parallel leadership, distributed leadership; instructional leadership and teacher leadership have emerged. This book sheds lights on teachers’ conceptualization and practices of teacher leadership in one of the elementary schools in Pakistan. The findings reveal that how teachers’ self-image as leaders inform their efforts of personal capacity building and their roles and practices as instructional leaders. Moreover, this book reports the findings that teachers take on leadership roles while developing collegial culture in schools, providing professional support to other teachers and developing good relationship with parents. The instructional leadership styles of participant teachers found to be informed by their own beliefs of learning and their circle of influence as teacher leaders is determined by their formal positions in the school. This book reports that participant teacher beliefs of learning inform their instructional leadership styles and their perceptions of school leadership inform their own roles as teacher leaders

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