Teacher leaders in formal roles a qualitative study

This phenomenological, qualitative study explored the lived experiences of ten teacher leaders in K-12 schools who have served in non-supervisory teacher leader roles, including as "mentors" or "instructional coaches." Data were collected through a seriesof open-ended interviews with each participant. The study utilizes portraiture and auto-ethnography and a cross-case analysis. This technique reveals the multiple roles employed by full time teacher leader in K-12 school settings, underscoring their backgrounds and motivations, the nature of their work as teacher leaders, and how they make sense of their work. In addition, the study explores teachers' experiences when they exit these role