社会化媒体正在成为一个世界各国关注和重视的焦点，也是新加坡教育现代化的重要主成部分。在过去的十年，教师在这21世纪的课堂上的角色不但一直在转变而且他们得面临新的挑战。因学生利用社交媒体作为他们日常生活的一个重要组成部分，教师们必须提高本身的社会化媒体素养，强化对教育教学中的应用。尽管是广泛使用，鲜为人知的是，课堂上教师的领导能力及其对学生的学习和课堂管理有待于改善。因此，关键是认识和研究在社会媒体整合课堂的特点，以帮助教师领导与教学能力。这项研究有两个主要目标：1）了解新加坡教师对教师领导的看法和所面临的挑战2）分析老师的领导在社会媒体整合课堂能改进的可能性.指导这项研究将是以下几个问题：（1）教师如何在新加坡的中学利用教师领导？（1a）新加坡中学促进和鼓励教师领导？（1b）新加坡中学老师持有有关教师领导的障碍和假设（2）新加坡中学是否有效的在使用社交媒体工具?（3）他们的经验可以与开放的领导理论相比吗？(3A）教师领导能促进在教室里的社会化媒体整合吗？调查结果表明，学校需要一个明确的方向，实施有效的教师领导，因为他们不能转变旧的底层分层系统。新加坡教师之间缺乏一个共同的明确教师领导的定义，并有不同的角色和职责理解。在新加坡的中学教室，还缺乏社交媒体工具的使用。为了回答这些问题，调查收集的数据将会用来来衡量教师的领导能力和使用社会化媒体的教学理解和感悟，并且探考教师的领导力实践，教育社会化媒体和其他几个有关的问题以及参考开放式领导理论。这项研究有助于现有的对教师领导知识及使用社会媒体教学和它的影响力，并提供了未来的研究方向领域，教育社会化媒体的使用与教师领导。

Social media technology is becoming a growing phenomenon in academic use, over the last decade,technology has transformed the way classroom is being managed, and how students learn andcommunicate with their teachers. Teachers face a new challenge of their changing role in classroom inthis 21st century landscape whilst students embrace social media technology as a major part of theireveryday lives. Despite the widespread use of technology, little is known about teacher leadership in Singapore schools and its influence on students’ learning and classroom management. Thus, it is critical to recognize and examine its characteristics to help define the teacher leadership in a ICT enabled learning environment. This research has two key aims: 1) To understand Singapore teachers’ perception of teacher leadership and challenges faced 2) To analyze the possibility of improvement in teacher leadership with open leadership within a ICT enabled learning environment.Guiding this research would be the following questions, (1) How do teachers perceive teacher leadership in Singapore secondary schools? (1a) Do Singapore secondary schools promote and encouragesteacher leadership? (1b) What assumptions, in relation to barriers to teacher leadership, are held by Singapore secondary school teachers? (2) Is there an effective usage of social media tools used inSingapore secondary schools? (3) Can their experiences be related to theory of open leadership? (3a)Can teacher leadership promote social media integration in the classroom? To answer these questions,data will be collected through an online survey that was administered to participants to measure theunderstanding and perception of teacher leadership and social media usage in Singapore's educationlandscape. The data enables understanding of existing teachers’ leadership practices, educational use of social media and lack of support in schools and peers pertaining to teacher leadership, presented with a reference to Charlene Li’s Open Leadership theory.The findings show that schools need a clear direction to enforce effective teacher leadership as they fail to transform old underlying hierarchical systems. Teacher leadership comprises roles and responsibilities that are understood differently by teachers in Singapore which suggests the lack of a common cleardefinition amongst the teachers. There is also a lack of social media tools usage in the Singaporesecondary school classrooms.With its methodological design, instrument and findings, this study contributes to existing knowledge on teacher leadership, advances on previous research on the educational use of social media and itsinfluence on teacher’s leadership in the classroom, and offers direction for future research in the fields of educational use of social media and teacher leadership.