Abstract
In this article, we examine quality teachers through teacher leadership development. Using Singapore as an illustrative case, we describe the redefinition of the teaching profession to include deliberate structures and multiple pathways designed to nurture teacher leaders, and the role of teacher leaders in supporting education reform. We go on to outline possible lessons or principles that could be educative to other systems regardless of local context or particulars. We end with reflections about the priorities that should be focal in the continuing quest for educational excellence—and equity—whether in Singapore or elsewhere in the world.
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