本文旨在以教師同僚性之觀點探討如何實踐教師領導，以提升教師專業並發揮對教育的影響力。教師身為教育第一線人員，其工作具有高度複雜性和不確定性，若能透過教師領導的歷程，則教師可以在參與學校行政與教學決定，以及與教師同儕的協力下，相互支援以提升專業並改進教育。然而，教師領導的影響力要如何發揮，要如何促進同儕之間的合作，則需先了解存在於學校組織中的教師同僚性特質後，才能有效地掌握促進教師協同合作之方法。因此，本文首先對教師領導的定義進行闡述，再經由界定教師同僚性之範疇，探討當前教師領導的實踐，並探究如何以教師同僚性促進教師領導的未來發展。最後，本文試著提出三項教師領導之發展策略，供改進教育實務以及後續研究之參考。

The purpose of this article aims to address how to promote the teachers’ professionalismand increase the influence for education by practicing teacher leadership in theperspective of teacher collegiality. Teachers are the front-line education workers, and theyundertake work with a high level of complexity and uncertainty. If teachers are involvedin the processes of teacher leadership, they can perform high professionalism and improvethe educational effectiveness by participating in the decision-making procedures of schoolmanagement and teaching affairs as well as cooperating with their peers. How to bringteacher leadership into action? How to promote teacher collaboration? It depends on howteachers master the ways of improving the teacher collegiality. In order to explore themethods for promoting the practice and development of teacher leadership by using theconcept of teacher collegiality, the first section of this article is to elaborate the definition ofteacher leadership, then to define the scope of teacher collegiality. In the final section, threesuggestions for practice and further study are proposed.