Current literature on school leadership has shifted away from the traditional and hierarchical top-down model of leadership to a form of leadership that is collaborative and shared. Policymakers, researchers and educators are now calling for practicing teachers to assume leadership positions in schools. The goal is for these teacher leaders to work with administrators and bring about school change. The purpose of this descriptive case study was to understand how teachers describe shared decision-making practices during disruptive change in a university in Cameroon, as well as teachers' perceptions of the benefits and drawbacks of such efforts. The study focused on the perception of 9 teachers from a university in Cameroon. Data collection involved documentation review of student protests in this university and semi-structured interviews with participants. The data were thematically coded and analyzed in order to understand how teachers describe shared decision-making practices during disruptive change, along with the benefits and drawbacks of such efforts. Results of the study are relevant to school teachers who seek to better understand what will be required to extend leadership to them. The study also creates an opportunity for university administrators to learn from the experiences of their colleagues on how leadership should be distributed during a disruptive change situation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]