本文探究國中小學習領域召集人的教師領導角色，以及與學生學習表現間的可能關係。首先，本文從教師領導的理論做出發，探析近年來教師領導的內涵、策略與任務；其次，整理目前學習領域召集人在國中小裡的角色與任務，並以教師領導的理念，分析學習領域召集人做為一位教師領導者的責任。最後，從國內外教師領導的相關實徵研究結果，探討教師領導與學生學習表現間的可能關係。本文發現教師領導是目前學校組織變革與教學成效提升的一種策略，但教師領導者必須透過學校情境的改善與促進教師專業的成長，才有可能增進學生學習表現。因此，應當賦予學習領域召集人明確的法定職權，使其充分地發揮其影響力，並透過課程教學的發展與教師專業成長等的相關策略，才能有助於學校教育的改革與學生學習表現的提升。

This study is to explore the relationship between the roles of subject leaders’teacher leadership in elementary/junior high school and students’ learning performance. First, the literature on teacher leadership is reviewed to analyze the relevant contents, strategies, and assignments. Secondly, based on the concept of teacher leadership, subject leaders’ duties of teacher leadership are analyzed. Last, the empirical research results are reviewed to investigate the potential relationship between teacher leadership and students’ learning performance. The result shows that teacher leadership is a strategy for reforming school and enhancing teaching effectiveness. Nevertheless, only through improving school’s learning conditions and pursuing teachers’ professional growth, teacher leaders can enhance students’ learning performance. Consequently, subject leaders should be empowered to take charge of the implementation. Furthermore, in order to improve school education and students’ learning performance, subject leaders should develop effective curriculum and teaching strategies as well as enhance teachers’ professional growth.