教師領導是近年來領導理論與實踐的新趨勢，不過，其理念要落實於臺灣的教育現場卻是有困難的，本文之研究目的在於探討其困難點，並提出因應策略。首先，從「教學文化」的觀點去討論實踐的困難，共整理出三點困難：趕進度造成的教學落差、分數至上的價值觀、教師自主過度膨脹。接著，再以新竹縣一所國小（竹豐國小，化名）的英語教師專業學習社群為例，針對三點困難，分別提出制訂學校政策與方案、跨領域的多元活動、友善的溝通與推廣等三項因應策略。最後，針對未來相關研究提出三項建議，分別是要能理解學校的獨特性無法複製、教師領導要同時著重領導者及社群成員的觀點、如何遷移教師領導的成功經驗。

Teacher leadership has been a new trend in theory and implementation in recent years, even though the notions of such leadership can encounter troubles in Taiwan's educational environment. Therefore, the study first explores the teacher leadership difficulties from the viewpoint of “teaching cultures”, including the learning gap caused by hurriedness in teaching, the misconception that puts too high a premium on academic achievement and the overemphasis of teachers' autonomy. Secondly we chose the professional learning community of English teachers in one Elementary School to demonstrate three response strategies, namely, “institution of school policies and measures,” “various, cross-fields activities” and the “friendly communication and promotion”. Finally we provide three suggestions for future research, which include the uniqueness of a school cannot be duplicated, teacher leadership shall regard both viewpoints of leaders and community members, and how to imitate the positive experiences of teachers' leadership.