Teacher Education for Language Teacher Leadership.

This editorial introduces a special issue focused on language teacher leadership and teacher education for leadership development. It highlights the evolving understanding of leadership as a distributed, relational process rather than a top-down model, emphasizing the need to prepare language teachers for leadership roles through both pre-service and in-service education. The authors present the concept of Willingness to Lead (WTL), based on the Theory of Planned Behavior, as a framework to explore teachers’ readiness to assume leadership across personal, organizational, and professional domains. The special issue’s contributions examine various aspects of teacher leadership, including personal experiences, organizational support, and professional development, while identifying gaps in empirical research and suggesting directions for future studies and curriculum development.