In recent years, with the continuous advancement and development of the construction of the teacher team and school reform, teacher leadership has gradually become an important part of teacher culture and has attracted increasing attention from scholars. Teacher leadership is considered to be an important force in school reform. Under the background of the new era, teacher leadership is mainly restricted by two factors: organizational structure and professional barriers. This article discusses the optimization path of teacher teaching quality under the background of the new curriculum reform from three aspects: the implicit power, solid foundation, and external performance of teacher teaching quality.

Yutong Ding. The Connotation, Issues, and Construction of Teacher Leadership in China at the Present Time. Frontiers in Educational Research (2024) Vol. 7, Issue 8: 90-94. https://doi.org/10.25236/FER.2024.070815.

[1] Wei Jieying, (2023). On the connotation, obstacles and training of teacher leadership. Literature and Education Materials (13),196-200.

[2] Yin Xia. (2011). Master of Strategies for Improving Teacher Leadership in Primary and Secondary Schools, Dissertation, Harbin Normal University

[3] Fan Shihong. (2021). Doctoral case study of Primary school teacher Leadership, Dissertation, Northeast Normal University.

[4] Chen Pan. (2009). Development of primary and secondary school teachers' leadership from an international perspective. Basic Education (08), 13-16.

[5] Peng Yun. (2017). The core elements of teacher leadership and ways to improve it. Educational Theory and Practice (23), 27-29.

[6] Wang Feiye & Hong Chengwen. (2020). The concept, practice and guarantee of the emerging Teacher Leadership Program in the United States. Foreign Education Research (01), 116-128.

[7] Zhao Mingren, (2023). Teacher Leadership and promotion Path for Education Modernization. Journal of Shanxi University (Philosophy and Social Sciences Edition), 111-117.