學校領導已從科層行政領導演化為教師領導，而廣義的教師領導可定義為包含課室內對學生的影響，以及課室外對同儕、校務、家長社區的影響，甚至可擴及校外跨校及社會的影響，教師領導可說是教師能量的極大化。本文主要在陳述教師領導三層次的內涵，並闡明教師創業家具有創業家精神，主動努力突破限制並為教育創造價值。事實上，教師創業家與教師領導的意涵及精神是相似的，均期待教師能以教學為基礎對學生、同儕、學校及教育做出更大的貢獻。本文最後以打開教師的生命疆界共勉教師成為教師領導者，以擴大教師的影響力，並展現教師的生命力。

School leadership has evolved from bureaucratic administrative leadership to teacher leadership, and teacher leadership can be broadly defined to include the impact on students within the classroom, as well as the impact on peers, school affairs, and parent communities outside the classroom, and can even be extended to cross-school and society. Teacher leadership can be said to maximize the energy of teachers. After stating the connotation of the three levels of teacher leadership, this paper also clarifies that teacher entrepreneurs have entrepreneurial spirit, actively strive to break through limitations and create value for education. In fact, the connotation and spirit of teacher entrepreneurs and teacher leaders are similar. They both expect teachers to make greater contributions to students, peers, schools and education based on teaching. Finally, we encourage teachers to become teacher leaders by opening up the boundaries of teachers' lives to expand the influence of teachers and show the vitality of teachers.