The purpose of the study is to explore whether teachers involve in school leadership. Teachers as leaders of their schools have a diverse set of leadership functions that would help schools to reform, transform or even change to a better stage. Historically, teachers, however, were limited to a classroom zones without assuming leadership positions, and thus they consume a huge chunk of their energy in teaching that they do not have adequate time to go beyond the walls of classroom zones, and lead their schools and participate in important schools matters. This study was conducted in two secondary schools to explore the condition of Eritrean teachers in relation to leadership responsibilities. It is qualitative in nature and employed open-ended questionnaires and focused group discussion. Ninety seven (97) teachers were randomly selected as a sample and were requested to fill open ended questionnaires, and from them 25 participants were also selected purposefully to engage in a focused group discussion so that to explore deeply the nature, condition and importance of teacher leadership. It also relies on a conceptual framework that is strongly based on theory and practice. The study is relevant to Eritrean educational system especially to the newly introduced curriculum. The findings revealed that teachers’ time, energy and efforts are consumed by classroom activities without assuming and involving in leadership positions. The study also highlights the importance of teacher leadership as a school leadership capacity building and the promise of collective potential realization.
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