Abstract:
Technology has become an integral part of daily living and education in the 21st century. Teaching is no longer just about content delivery and pedagogical applications, but also technological integration. Thus the Technological Pedagogical Content Knowledge (TPACK) framework is adopted for this study to identify the nature of knowledge shared by the teachers as they exercised teacher leadership in their work. Taking the perspective that leadership is a process of social influence, this study examines how teachers exercise their teacher leadership in TPACK and influence others through the sharing of their TPACK expertise and knowledge. Using social network analysis (SNA) as a method, this study aims to make visible the invisible social influence through mapping the social networks among teachers of two case study schools. Semi-structured interviews will also be conducted to triangulate the findings. Findings from this study aims to explore and illuminate: (1) the relationship between teachers' social network position and their teacher leadership in TPACK? (2) the extent of the spread of teacher leadership across the two schools? and (3) the facilitating and hindering conditions for teacher