Abstract
Teachers are rarely identified as leaders even though they engage in significant leadership activities. While there is no consensus on how teacher leadership is defined, their leadership of learning is not contested. Meanwhile, the need for innovative praxis in a 4IR context places the leadership of teachers at the heart of transformation. Hence, this study sought to explore the ways in which innovative teacher narratives demonstrate their leadership of learning in the 4IR. Qualitative research approach was adopted for this study, using the narratives of the lived experiences of four purposefully sampled teachers. Interviews, observations, and document analysis were used for data collection. Through a process of narrative resonance, themes were extracted to create a core narrative. The findings of the study show that as leaders of learning, participants displayed strong pedagogical and subject expertise, they possessed the ability to create innovative learning environments and displayed a lifelong learning orientation. Meanwhile, self-directed and action learning provided them with tools to expand their leadership roles towards digital and collaborative leadership in an effort to enhance learning outcomes. The study though limited based on the number of participants, however, recommends among others, the need to recognise, encourage and promote teacher leadership.