This paper explores teacher roles and advocates a type of teacher leadership that stimulates change and empowers those they lead. Citing changes in visions of leadership in business circles and the many recent attempts to reform education that have met with resistance, the paper notes that teachers, rather than advocating change, are generally resistant to change. The paper argues that if teachers recast themselves as leaders, they would be better able to resist isolation, feel a commitment to their community, and be more professionally active in shaping the education world. The paper cites research on teachers' perceptions of their peers who are leaders which found that such teacher-leaders are hard working and involved with innovation, can motivate students from a variety of abilities, make themselves available to other teachers, and sponsor extracurricular activities for students enthusiastically. The paper urges teachers to set aside the didactic teaching methods of the past and become guides or coaches. Leadership methods must be taught in teacher education courses. It encourages teachers to lay aside their ambivalence about leadership and take seriously their leadership role with their students and their peers. (Contains 18 references.) (JB)