Author(s): Tsafi Timor
The pilot study aimed at enhancing understanding of how novice teachers in Israel perceive &=039; teacher leadership&=039; as a distinct category of &=039; educational leadership&=039. The study focuses on first-year teachers in their internship year, graduates of a Teacher Training Program for Academics. The goal of this study was to explore whether there is a discrepancy between their perceptions on the theoretical level and on the practical level. The research paradigm was qualitative, using emic and etic approach as the basis for the content analysis of the novice teachers&=039; final papers. The theoretical understanding yielded qualities that are necessary for teacher leaders, in 4 categories: &=039; humanistic/social qualities&=039; &=039; managerial qualities&=039; &=039; pedagogical qualities&=039; and &=039; personality qualities&=039; depicting spiritual and practical aspects. The findings from the internship year show that teacher leadership refers to teachers from different roles and school subjects, a diversity of performances at school, many of which represent individual initiatives of teachers. The profile of teacher leaders from their school days reveals teachers with sensitivity, humanity and devotion. The recommendations of the study are to further develop the professional identity of teachers as teacher leaders/innovators/change agents within Teacher Training Programs.