Abstract
This study explores how principals can foster Collaborative Cultures (CC) to advance teacher leadership in urban schools. There is little information in the academic literature as to how CC can enhance teacher leadership in schools.
The study involved a sample of six principals of whom some were males and some were females, working in both primary and secondary schools. In this qualitative research, phenomenology was employed to obtain data through detailed, open-ended qualitative surveys. These principals have been selected, based on their experience in leadership and management in schools, as well as their knowledge about the professional development of teachers. The findings revealed that whilst fostering a CC in schools, principals would not only develop themselves, but they may contribute to the creation of conditions for teacher leadership development. As a result of the findings, it is recommended that knowledge about CC should be expanded so that principals can foster teacher leadership in schools. Furthermore, principals should ensure that teachers act as leaders who share values, work interdependently and communicate effectively with others. The study also recommends that a larger sample size be used so that more knowledge about CC for teacher leadership development can be made available in the academic domain, but that such knowledge should also be shared with schools.
Keywords: collaborative cultures, principals, teacher leadership, teacher leadership development, urban schools