ABSTRACTThe study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then operationalized to assess teacher leadership in outdoor education. Participants were classified in three clusters, namely, ″strugglers,″ ″domesticators,″ and ″succeeders″. Leadership covariated with ability to overcome obstacles, master ″affordances″ of destinations, and focus on on-site instruction. Peer interaction offered opportunities for reflection. Leadership categories revealed a transient character, which implied that peer interaction might facilitate empowerment. However, there were indications of protecting existing practice against innovation. Implications for leadership development are discussed.
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