Using an exploratory sequential mixed methods research design, this study sought to understand teachers' leader identity and emotional resilience development. Phenomenological data collection and analysis from six participant interviews were coded for themes and used to create a 47-item questionnaire with four subscales: leader identity, emotional resilience, teacher leadership, and job satisfaction. Data from 989 teachers across two southeastern states were analyzed to examine the relationship between teachers' perceptions of teacher leaders, emotional resilience, leader identity, and job satisfaction specific to personal (age and gender) and professional factors (role, years of experience, degree). In addition to all of the study's constructs being significantly correlated, findings show that personal and professional factors may contribute to teachers' leader identity and emotional resilience. Understanding these critical attributes may lead to solutions that enhance teacher retention and subsequent school and student achievement. [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.]