This paper aims to describe how the researcher develops guiding principles in preparing teacher leaders for the future in Malaysia’s education system. This was done by comparing various literature on established teacher leadership models around the world. The process started with a brainstorm session to list possible indicator in a teacher leadership model. This process listed indicators such as curriculum and instruction, teacher leadership, administrative function, collaboration/sharing expertise and mentoring, practice professional learning for continuous improvement, and professional networking. The literature review conducted showed that although the different leadership models outlined different dimensions, they share some common elements. These elements were used as the research’s provisional guiding principles in an attempt to understand the leadership practices among teachers in Malaysian schools. Each provisional guiding principle was then detailed out in term of values, skills and knowledge associated with it. This will assist the researchers in designing research instruments to assess every guiding principle. In summary, the guiding principles identified are: teaching, learning, assessment and clinical experiences; passion for life-long learning; engage in positive social interactions for professional development and self-fulfillment; competency to adapt to changing technology and its application for teaching and learning, and management; attitude and capability to provide ideas, innovations and manage change through evidence-based practices; and foster continual outreach programmes with diverse communities and capitalize on opportunities through networking to provide a sense of belonging and responsibility to the local and global communities.
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