What Encourages/Discourages Teachers in/from Trying to Assume Leadership Roles? Timothy A. Bautista and Kristine Joy L. delos Santos Philippine Normal University Philosophy and Practice of Transformational Leadership ABSTRACT This paper investigates what encourages and discourages teachers in/from trying to assume leadership roles. There were 20 teacher respondents from Senior and Junior High School in DepEd-Rizal who participate the interview. The data reveals that what encourages teachers in trying to assume leadership roles is their desire to help the school, while additional workload and responsibilities discourage them from trying to assume leadership roles. INTRODUCTION In spite of a widespread research in leadership in education, there are still no definite or one meaning what a teacher leadership means for teacher holds different leadership roles. Teachers who are leaders are those who are aspiring to lead school reform. They are the ones who are the Master Teacher, Officer-in-Charge, Head Teacher, Coordinator, Canteen Manager, supervisors, and many other the so-called office title. Katzenmeyer and Moller define teachers who are leading within and beyond the four corners of the classroom. They contribute and influence other teachers and students towards the success of the practice of education. Teachers holding leadership positions had a great satisfaction on their career when they see that their abilities are of good service to others most especially to their workplace. Their commitment is grounded to their desire to improve the quality of education in teaching and learning of the students. According to Devancy, (1987) these teachers are not after the higher or superior positions thing within the hierarchy in organization. They are those who see that