The purpose of this study is to explore ways to develop teacher leadership in the teacher learning communities amid the continuing discussion that teacher leadership is necessary to reform education and improve the quality of education. To this end, we will first review the preceding studies related to teacher learning communities, teacher leadership, and the development of teacher leadership in the teacher learning communities and then suggest effective measures to develop teacher leadership in teacher learning communities based on the multi-dimensional policy analysis model proposed by Cooper et al. The main findings of this study are as follows: Firstly, the values that teacher leadership should pursue are community, professionalism and initiative in the normative perspective. Secondly, the change to democratic governance, autonomy of curriculum, re-structuralization of the teacher training systems are suggested in the structural perspective. Thirdly, we propose the establishment of the democratic decision-making system of educational administration authorities, the implementation of distributed leadership by school heads, the development of teachers professional competence and the voice bets on education reform in the constituent perspective. Finally, we propose reflection on educational activities, strengthening internal accountability, and developing human relations skills in the technical perspective.