eir students in the learning process.
Apart from exhibiting the leadership role in the classroom, teachers should be willing to advocate on behalf of their students in the schools and the community. They should also be prepared to counter efforts by administrators and teachers who seek to impose a standardized curriculum on the students. By playing this role, these teachers are helping to shape a school vision that recognizes the need to support individualized learning and educational equity (Boster, 2002; Department of Educational Leadership, n. d.).
Mindscape 2 that illuminates the importance of developing a learning community and collaborative relationships among the stakeholders in the school setting is also an integral part of a teacher's role as a leader (Boster, 2002; Szabo et al., 2002). One of the key problems confronted by many teachers is the isolation of their classroom environments and teaching practice, which deprives them of constructive feedback from their peers (Kunzman, 2003). As leaders, teachers should cultivate the establishment of a social network of teachers through various processes such as cognitive coaching that is highly
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