This study aimed to investigate the relationship between school culture and teacher leadership. A total of 194 teachers from 22 primary schools were selected as respondents. A set of questionnaires were used as primary data collection and the data were analysed using descriptive statistics. The findings show that “teachers’ professionalism and goal setting” is the dominant school culture dimensions. Whereas, “exemplify the best” and “being referenced leader” are the widely practiced teacher leadership features. The correlation analysis shows that there is a very strong and significant correlation between school culture and teacher leadership. The findings of this study can be used for in-service training in order to enhance teachers’ professionalism.
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