Researchers assert that the influence of teacher leadership on school change is highly contingent on the actions and beliefs of school principals. Self-efficacy theory also suggests that the extent to which teacher leaders feel they can impact change will influence how they engage with leadership opportunities. This study considers the interplay between these two forces and uses eleven embedded case studies to examine how principal leadership style-transformational, transactional, or laissez-faire-influences teacher leader efficacy. Findings suggest that teacher leader efficacy is rooted both in the teacher leaders’ self-perceptions and in how those perceptions influence and are influenced by principals’ expectations and leadership behaviors.
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