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This phenomenological inquiry investigated the often-overlooked negative aspects of subject leaders'/coordinators' influence on teacher leadership development, utilizing semi-structured interviews with 11 teachers who relinquished leadership roles due to these reasons. Findings suggest that subject leaders/coordinators impede teacher leadership when they adopt a top-down approach instead of fostering close collaboration with their fellow teachers. This hindrance may manifest through micromanagement, favoritism, a lack of integrity, insufficient recognition, disregard for teacher expertise, and subpar communication. [ABSTRACT FROM AUTHOR]