Reflecting to Lead or Leading to Reflect

While existing research on teacher leadership has demonstrated its positive impact on academic performance and school development, the role of reflective teaching in shaping teacher leadership, particularly during periods of educational transition, remains underexplored. This chapter aimed to examine the relationship between reflective teaching practices and teacher leadership, offering new insights into their dynamic contributions to digital transformation in schools and universities in the Global South. Employing a mixed-methods sequential explanatory design, the study integrated quantitative and qualitative approaches. Data were collected through surveys and focus group discussions (FGDs), and reflective a was assessed using digital reflection framework adapted from Larrivee and Guskey's models. Based on these findings, the study presents a set of implications for fostering teacher leadership in both schools and universities, emphasizing the need to create supportive environments that sustain and institutionalize a culture of reflective teaching.