This study investigates how a small group of teacher leaders and their principals, participating in a teacher leadership program called the teacher connector (TC), understand teacher leadership and its impact on their practice. TCs’ responsibilities were typical of teacher leaders; thus, their experiences can provide insights into teacher leaders’ experiences more generally. Results indicate that the norms of egalitarianism, seniority, and autonomy influenced TCs’ descriptions of their positions and often lead to behaviors that undermined their authority. Principals downplayed these norms’ impact and often exacerbated teacher resistance. Alternatively, when principals and teacher leaders had clear converging views about the TCs’ goals and their connection to the school vision, teacher resistance decreased and TCs felt more efficacious.
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