These teachers aren’t leaders because they have been allocated a role or position; rather, they get their leadership through their work with their students, their colleagues, the school, and community. Such informal teacher-leaders hold a vision, share it with others, and focus their energy and the energy of others toward the attainment of that vision. In the procedure, they change the culture of the school. And because they are doing something they accept in – when what they are doing sits well with their set of values and is pertinent to their lives – they do it better; they do it with passion.
Informal teacher leaders, in contrast, emerge impulsively and gradually from the teacher ranks. Informal leaders show a higher level of authentic leading, giving lessons from which formal leaders can improve their own leadership practice. Instead of being selected, they take the initiative to address a problem or institute a new program. They have no positional power; their influence stems from the respect they command from their colleagues through their knowledge and training. Whether they are selected for a formal leadership role or impulsively assume an informal role, effective teacher leaders exhibit significant skills, values, and personalities. Teacher leaders call others to action and energize them with the aim of improving teaching and learning. According to Michael Fullan writes, the litmus test of all leadership is whether it mobilizes people 's commitment to putting their