Ceartainly not.. Students need teachers who quide them in their work and classroomm teaching especially in this age can be anytime and anywhere but a role moder and a leader is more important than everything else.

Kwan Hong Tan Authentic teachers/leaders can do both with strong determination and dedication with the goal of achieving the educational vision, etc. for the common good or to benefit young learners.

Teachers can pursue leadership roles to expand their impact and grow professionally, but it doesn't mean stepping away from the classroom entirely. Both paths, classroom expertise and leadership, offer valuable contributions to education. The choice depends on individual goals, strengths, and passion for teaching or broader systemic change.

Nazime Tuncay Thank you for your perspective! I agree that being a role model and guide is essential—leadership and teaching aren't mutually exclusive. In fact, when teachers take on leadership roles, they often gain broader influence, shaping educational practices and continuing to inspire students through example. It's about expanding impact, not abandoning the classroom.

Zoncita D. Norman Absolutely agreed—when rooted in purpose, educators can wear both hats effectively. Leadership and teaching aren’t mutually exclusive; in fact, strong classroom practitioners often bring the most grounded insight to leadership roles. It’s all about aligning both with the broader mission of serving learners and shaping meaningful change.

Vira Gorelova Well said — I completely agree. Leadership and classroom teaching aren’t mutually exclusive; they can complement each other. Some of the most impactful leaders stay grounded by staying connected to teaching. Ultimately, it’s about aligning with where one can make the most meaningful difference.

Kwan Hong Tan You are a vivid example of both--an effective instructor and a transformational leader, as well. Something for you to think and write about.

Kwan Hong Tan Additionally, I cannot answer your message to me because, according to RG rules, we have to follow our fellow RG member to be able to answer or send them a message. You were able to send me a message because I am following your updates. So, you have to follow my updates as well, in order, for me to be able to answer you back or respond to your message.

Zoncita D. Norman Thank you so much for the kind words. That truly means a lot. I’ll definitely take time to reflect and explore that further—there’s always more to grow into.

Zoncita D. Norman Thank you for letting me know! I’ve just followed you back on ResearchGate—looking forward to continuing our exchange and learning from your insights.

Zoncita D. Norman Also, thank you for bringing this RG rule to my attention. :)

From my perspective, largely shaped by my work as a teacher, I believe a teacher’s involvement in school leadership depends greatly on their individual personality traits. Some teachers have naturally strong administrative abilities and are willing to serve on school boards or leadership teams. These educators contribute significantly to school improvement efforts while also maintaining excellence in their classrooms.

On the other hand, there are teachers, like me, who aren’t drawn to administrative responsibilities. They may be more introverted by nature and prefer to stay focused on their students. They find joy and fulfilment in achieving their daily teaching goals and nurturing student growth. For them, school-wide decisions and leadership matters are seen as the responsibility of designated administrators and policymakers, something they feel is outside their scope of concern

Salama Saif Al-Siyabi Thank you for sharing your thoughtful perspective. It’s true that a teacher’s personality and professional identity play a major role in shaping their involvement in school leadership. Some educators feel energized by strategic planning and policy-making, while others, just as valuable, find deep purpose in the daily rhythms of classroom life. Both roles are essential for a thriving school ecosystem.

Rather than seeing leadership as a one-size-fits-all expectation, perhaps we should embrace a broader definition—one that allows for quiet leadership through mentorship, pedagogical innovation, or simply by being a consistent, caring presence for students. Not every teacher needs to serve on a board to lead; some do it every day by shaping lives, one student at a time.

Classroom teaching is not confined to the four key elements: subjects, stimulate, strategies, and success. While these are vital for effective instruction, the reality of teaching goes beyond delivering lessons. To arrange, adapt, and enrich subject content while also motivating fellow teachers to engage in meaningful classroom activities, a teacher must also take the lead.

By doing so, we as teachers will be able to take on greater responsibilities

not just in the classroom, but also in the broader school and community context. Therefore, teachers should not view leadership as separate from teaching, but as a natural extension of it.

Sol J Dalonos Absolutely—teaching and leadership are deeply intertwined. When teachers lead through collaboration, innovation, and initiative, they enrich not only student learning but also the school culture. Embracing leadership as an extension of teaching empowers educators to make lasting impact beyond the classroom.

Yes, teachers should take on leadership roles as part of their career growth. Instructional leadership empowers teachers to go beyond classroom instruction and contribute to the broader improvement of teaching and learning in their schools. My study highlights how instructional leadership enhances teachers' capacity to influence curriculum, mentor peers, and lead innovation, benefiting both their professional growth and student outcomes.

Read my study on instructional leadership here: DOI:10.13140/RG.2.2.27110.54088