Exploring the Meaning and Activation plan of Teacher Leadership based on Constructivist Leadership

Objectives This study aims to ascertain the meaning and activation plan of teacher leadership based on the constructivist leadership as given by Lambert and her colleagues. Methods In order to achieve this objective, the concept and challenges of teacher leadership were examined based on previous studies on teacher leadership, while the concept and characteristics of constructivist leadership were investigated using the second edition of The Constructivist Leader by Lambert and her colleagues. From this, we have determined the meaning and characteristics of teacher leadership through constructivist leadership and examined activating plan of teacher leadership. Results Teacher leadership,based on the constructivist leadership is enacted through an reciprocal process among members of the school community. The collective meaning that emerges from this process guides participants towards a common educational objective. To facilitate the implementation of teacher leadership, it is imperative to foster a comprehensive shift in the school culture, one that recognizes and values the importance of teacher leadership. In order to completely develop the ability for reciprocity, which is essential for the creation of meaning, it is necessary to establish a sustainable community. Ultimately, it is crucial to establish a variety of resources to aid in the advancement of teacher leaders who possess the ability to effectively guide the reciprocal process. Conclusions To effectively address the increasingly varied and complicated societal needs for school education, it is imperative for all teachers to actively engage in school education as leaders. This study is significant because it examines the definition of teacher leadership and proposes activation plan using the constructivist leadership given by Lambert and her colleagues.