The Covid-19 pandemic has created an unparalleled catastrophe with significant challenges for leadership in schools all over the world. The efforts that schools have put in place for training and preparing for teachers prior to Covid-19 seem to be out of step, thus requiring a reimaging and significant transformation to remain relevant for aspiring teacher leaders. This conceptual paper aims at providing transformative intervention strategies (TIS) to empower teachers to become leaders during Covid-19. Having applied transformative leadership theory and integrative literature review (ILR) as method, this paper suggests that teachers should start with transformative listening and learning, whilst taking advantage of opportunities to be empowered to become leaders. To empower teachers to become leaders during the pandemic and beyond, prospective teacher leaders should embrace opportunities which might come from adjustments and which may enable them to better understand the reasons for transformation. As such, this paper aims to provide transformative intervention strategies to empower teachers to use opportunities afforded to them to become leaders in their schools amid the pandemic and beyond. TIS may assist schools in cultivating an environment where teachers actively work together to display transformative emotional intelligence, transformative autonomy and transformative inclusive leadership. The finding revealed that, if purposefully implemented, TIS may encourage teachers to see the value in growth towards leadership, making the process of transformation in schools that much easier.

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The development of the literature on teacher leadership in the academic realm has been exponential, but the quest for more leadership knowledge seems to be inexhaustible. The purpose of this paper is to analyze teachers’ perceptions with respect to their leadership abilities. Email interviews were conducted with nine teachers from two primary and two secondary schools to obtain their views regarding teacher leadership, whilst affording them opportunities to make suggestions for collaborative teacher leadership development. Having employed a phenomenological approach and thematic analysis as method, this paper proposes a collaborative teacher leadership development framework (CTLDF). Significant about the CTLDF is that teacher leaders should consider ausgang as a way of opening the door for collaboration, homo economicus as a collaborative act and parrhesia as autonomy towards collaborative teacher leadership. The findings reveal that teacher leaders should cultivate a readiness to create opportunities for collaborative leadership development. The study recommends that teacher leaders should first have to be cognizant about their own individual strengths, whilst slowly starting initiatives to collaborate in order to sustain improvements in teacher leadership practices.