This study focused upon the micropolitics of teacher leadership, namely the knowledge of tactics, influencing factors and consequences of teacher leaders' daily political interactions with others within the school setting. Blase (1990, 1997) and Blase and Anderson (1995) acknowledge that teachers are not passive actors in the politics of schools, but also use political strategies to increase their bargaining power through the deployment of influence tactics. The purpose of the research was to provide a profile of power by examining teacher leaders' use of political skill and influence in the organizational context of the school environment. (Contains 2 footnotes.)