教師以學習為領導核心，有助於回應十二年國教的學習願景。本研究採取訪談法，以分析教師成為學習領導者應具備的角色與能力。而學習共同體可視為學習領導的一種具體呈現，故訪談對象包括曾參與學習共同體實踐的國中小學校人員以及學者。本研究結果發現：一、教師學習領導者應扮演的角色，包括學習者、學生學習的領航者及專業學習的社群夥伴。二、教師學習領導者應具有的能力，包括專業學習能力、聚焦學生學習的課程與教學能力及專業互動能力。

Teacher leadership for learning can respond to the learning visions of 12-year basic education. This study used interviews to analyze the competencies and roles to be a teacher leader for learning. Since learning community can be regarded as the embodiment of leadership for learning, this study interviewed those who had participated in learning communities, including scholars as well as staff in elementary and junior high schools. Major findings are as follows. 1. The roles of teacher leaders for learning included learners, leaders for student learning, and community partners of professional learning. 2. The competencies of teacher leaders for learning included professional learning competencies, curricular and instructional competencies with a focus on student learning, and professional interaction competencies.