Conclusion
In line with the thinking of Harris & Lambert as cited by Bogotch & Shields (2003), I agree that teacher leaders are in the first place expert teachers, who spend the majority of their time in the classroom but take on leadership roles at time in the when development and motivation is needed (Bogotch & Shields 2003). However, in relation to the leadership of teachers and their participation in decision - making, and of particular relevance to the Namibian context today. I contend that the greater the participation of teacher in decision - making, the more chance there is of initially engaging with the structures of oppression and exclusion and, thereafter, rising above them to bring about a better school (Bogotch & Shields, 2003).These include teacher involvement in school tasks teams, such as those related to developing school policy, staff development and school development of school policy on aspects related to homework, assembly, discipline, pupil admissions and sporting codes. They are also involved in management functions such as responsibility for stock, textbooks and uniforms.
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Harris, A. and Muijs, D.(2003).Teacher Leadership: Principles and Practice. Institute of Education. Univeristy of Warwick.
Bogotch, I., & Shields, C.M., (Eds) (2017). International Handbook of Education Leadership and Social (In) Justice. Vol 1 New York: Springer Publishers.
