The main purposes of this research are to develop the dimensions and items of indicators system of teachers’ knowledge leadership of elementary schools, to construct appropriate indicators of teachers’ knowledge leadership of elementary schools, and to establish relative weights of indicators system of teachers’ knowledge leadership of elementary schools. Furthermore, it explores practical actions of teachers’ knowledge leadership of elementary schools. To achieve the purposes, literature review, interview, focus group, the Delphi technique, and the questionnaire survey of relative weights will be employed. Literature review will be used to integrate and summarize researches on teachers’ knowledge leadership indicators. Interview and focus group will be conducted to consult experts' viewpoints about indicators system and practical actions of teachers’ knowledge leadership of elementary schools. The Delphi technique and the questionnaire survey of relative weights will be administered to construct indicators system of teachers’ knowledge leadership of elementary schools. The conclusions of this research are as follows: 1. Indicators system of teachers’ knowledge leadership of elementary schools is basically comprised of five dimensions and fifteen items. 2. There are forty appropriate indicators of teachers’ knowledge leadership of elementary schools. 3. The highest weight dimensions of indicators system of teachers’ knowledge leadership of elementary schools are “enhancing teachers’ professional knowledge and ability” and “promoting students’ effective learning”. 4. Teachers have practical actions in five dimensions of teachers’ knowledge leadership in elementary schools.
