This article describes a faculty self-leadership study and its impact on outcomes—extra effort, effectiveness, and satisfaction. The research questions asked faculty’s perceptions of classroom leadership—specifically whether they perceive themselves as leaders. This preliminary, small study aims to consider other avenues to improve the student learning experience and faculty performance. Faculty perception of self-leadership may account for their efforts to cultivate others effectively. The notion of faculty leading or grassroots leadership may be a paradigm shift or game-changer; the norm is that the pioneers of change, innovation, and creativity are found in administrative positions in an organization. This norm equates leadership with status, authority, and position. The concept of transformational classroom leadership is not widespread but where else can one find a better fit to integrate this concept than in teaching. What better place exists to examine its impact than the classroom? There is a need to “step outside the culture” and ask teachers how they construe a leadership role to alter higher education’s status quo.

本文描述了一项教师自我领导研究及其对结果的影响——额外的努力、有效性和满意度。研究问题询问了教师对课堂领导力的看法——特别是他们是否认为自己是领导者。这项初步的小型研究旨在考虑其他途径来改善学生的学习体验和教师的表现。教师对自我领导的看法可能是他们努力有效培养他人的原因。教师领导或基层领导的概念可能是范式转变或游戏规则的改变者；通常，变革、创新和创造力的先驱都在组织的行政职位上。这一规范将领导等同于地位、权威和地位。变革型课堂领导的概念并不普遍，但除了在教学中，还有什么地方可以找到更适合整合这一概念的方法。有什么地方比课堂更能检验其影响？有必要“走出文化”并询问教师他们如何理解领导角色来改变高等教育的现状。