This systematic review synthesizes 74 empirical studies to examine the role of teacher leadership in school improvement across Asian contexts. Teacher leadership is conceptualized as a dynamic, relational process through which teachers influence colleagues and school culture to support instructional improvement. Following PRISMA guidelines, the review identifies three core dimensions: leadership enactment, enabling organizational conditions and school improvement outcomes and proposes a conceptual model of their interaction. The findings indicate that professional growth and change agency are the most frequently reported outcomes while principal support is a key enabling condition for teacher leadership. The review further highlights that teacher leadership in Asian contexts is shaped by cultural values such as collective harmony and relational trust. However, the evidence reveals a lack of longitudinal research and a need for culturally attuned leadership models that reflect Asian educational contexts. These findings provide a strategic roadmap for policymakers and practitioners to institutionalize leadership pathways, strengthen professional learning communities and foster collaborative school cultures that support sustainable school improvement. The study contributes to a more nuanced understanding of teacher leadership and school improvement in Asia, suggesting that sustainable improvement requires leadership approaches that are responsive to local contexts and traditions.
Ooi et al. (2026) studied this question.