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The competence of teacher leaders sets up their credibility and starts with their efficiency in classrooms. However, their capability to be accessible allows them to affect their fellow teachers . Teacher leaders should be willing listeners, curriculum specialists, staff development trainers, peer coaches, and mentors, and must help their colleagues to become better teachers . Teacher leaders ought to be competent enough to work with peers in a delicate undertaking and they need to maintain a non-threatening and positive association with school leaders and also maintain a collegial association with their peers. Another competent quality of teacher leader is their ability to act as problem solvers who can avoid confrontation and use persuasion to manage conflict. Further, teacher leaders should acknowledge that outcome for schools is associated with intrinsic factors (socio-cultural dynamics of the school, teachers' belief systems, school and classroom practices) and extrinsic factors (cognitive factors, early stimulation, parental education, socioeconomic status), which have a great effect on outcomes and they they should be able to react to these factors in an ample manner.