Teacher leadership has emerged as a vital driver of empowerment, well-being, and positive change in schools. In South Africa, where educational systems face challenges such as inequities, resource constraints, and systemic disparities, teacher leadership holds transformative potential. By fostering collaboration, shared responsibilities, and professional development, teacher leadership contributes not only to school improvement but also to enhancing the well-being of teachers. This chapter delves into the significance of teacher leadership within the South African educational context, examining its interplay with distributive leadership principles. It explores how empowering teachers through leadership opportunities and professional development can enhance their sense of agency, professional fulfilment, and well-being. In turn, these benefits positively impact their ability to drive school transformation and improve student outcomes. The South African education system, shaped by diverse socioeconomic and cultural factors, presents unique challenges and opportunities for teacher leadership. Beyond its impact on student success, teacher leadership plays a critical role in fostering teacher well-being by cultivating a supportive, collaborative environment that alleviates stress and encourages professional satisfaction. Drawing on qualitative research conducted with teachers, this chapter uncovers the barriers, enablers, and contextual factors influencing teacher leadership. It emphasizes the importance of professional development and supportive structures in empowering teachers, improving their well-being, and fostering a culture of continuous learning. By providing practical guidelines and insights, this chapter aims to advance the discourse on teacher leadership and well-being in South Africa, offering recommendations to empower teachers and create inclusive, thriving school communities.