This quantitative study used Teacher Leadership Inventory (TLI) to survey the views and perceptions of public (government-funded) school teachers on factors that influence teacher leadership in Qatar. The survey sample was 2,969 participants in public (government) schools in Qatar. The results revealed significant differences for TLI in four factors (sharing expertise, sharing leadership, supra-practitioner, and principal selection). Thus, whereas teachers' qualification and nationality emerged as significant for sharing expertise, the leadership position and nationality were significant for sharing leadership. The results further revealed the significance of years of experience, gender, degree level, and nationality for supra-practitioner and leadership position, nationality, and years of experience for principal selection. The paper concludes with relevant recommendations for policy makers and educators and suggestions for further research to explore salient aspects of teacher leadership in further detail.