Teacher leadership has its beginnings in Western countries as a response to fast changes that have taken place in the social, political, and economic environments. Currently in the Latin American context it has become a focus of interest for educational researchers particularly because the incipient research on the topic in these contexts. This study focused on knowing the elements, contexts, and attributes identified by college teachers about teacher leadership southeastern Mexico. All full-time faculty from a college at a public university (50) participated in this study, 20% of whom have formal administrative functions in addition to their teaching. The main findings show that: the main elements that are related to the concept of teacher leadership are behaviors focused on interpersonal relationships and school innovation. Regarding the contexts, the development of teacher leadership is often based on institutional context and collaborative work. Regarding the attributes, special emphasis is placed on interpersonal relationships, change, and individual development and recognition. No significant differences were found in the perceptions of participants who have an administrative appointment and those who do not, regarding the contexts and attributes of teacher leadership, except for the elements of the concept of teacher leadership between men and women. [Note: The page range (296-316) shown on the PDF is incorrect. The correct page range is 297-317.]