Teacher and middle leadership, as concepts and practices, have gained growing interest and momentum in education globally (Harris & Jones, 2017). As a result of this increased attention, there are diverse views regarding definitions, characteristics, and associated practices (Gurr & Nicholas, 2023). However, there appears to be consensus on the positive effect of teacher and middle leaders in exerting influence (Campbell et al., 2015; Di Nobile, 2021; Gurr, 2023) that is used to enhance professional practice through collaboration, trust and a strong focus on teaching and learning and school improvement (Gurr, 2023; Nguyen et al., 2020). At a time when the teaching profession in the world is experiencing higher than ever levels of stress and an increase in work intensification resulting in teacher shortages, the role of teacher and middle leaders seems to be more important and will likely remain features of future schools. With this in mind, this paper explores and highlights the leadership preparation and development that will be required to equip teacher and middle leaders, irrespective of context, with the necessary skills and knowledge to lead their colleagues during an uncertain and fast-changing educational landscape. This paper begins with an overview of the literature on teacher and middle leadership and teacher and middle leadership preparation and development from a global perspective. Then preparation and development in one geographically large jurisdiction, Australia, is described. Using the case of Australia, the paper then considers how over the next two decades the role of teacher and middle leadership might change and what implications this will have for changes in leadership preparation and development. Implications for schools across the world are considered.

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