Barth (2001), Gordon (2004), and Katzenmeyer and Moller (2001) suggest every teacher harbors leadership capabilities
that can and should be unlocked to the benefit of students. Lambert (2003) agrees, saying, “all teachers have the
right, capability and responsibility to be leaders, therefore, the major challenge before us is not to identify who is and
who is not a teacher leader but to create a context that evokes leadership from all teachers” (p. 422).