自1980年代迄今，「教師領導」此議題在西方隨著教改的推動，已成為學校領導的重要議題，學者對此也有多所闡述，且認為教師領導有助於形塑教師學習社群、改革教學、增進學生技能與成就、塑造正向學校文化及提昇教師專業等；Barth（2006）更指出教師領導時代已經來臨，概因以校長為學校領導中心的傳統觀，已不符合校園領導生態。然而「教師領導」的研究在國內卻仍處於萌芽階段，是以本文擬先探討教師領導的內涵，其次闡述教師領導的定義，繼之闡明教師領導相關的理論，最後論述教師領導者的功能，俾供教育人員參考。

From 1980 till now, “teacher leadership” become school leadership’s important research topic in light of western educational reform, scholars wrote a lot of it and considered it can enhance teacher learning communities, teaching reform, students’ skill and achievement, positive school culture and teacher professionalism, etc. Barth (2006) proposed the concept of teacher leadership is an idea whose time has come, because that places school leadership in a single role, the principalship, this traditional leadership view is not conformed to today’s school leadership. However, research of teacher leadership is still in its infant stage in Taiwan. First of all, the article introduces the intension of teacher leadership. Secondly, it explores the defi nition and the theoretical foundation of teacher leadership. Finally, the functions of the teacher leader will be explored and suggestions for every educational staff as reference.