Based on the recognized status of the Hong Kong school system indicated in international studies, facilitating students with quality Integrated Learning (IL) is the crucial pedagogy for a new subject entitled Liberal Studies (LS) which has been implemented in secondary education in Hong Kong since 2009. This study uses case studies and semi-structured interviews of novice and experienced teachers to investigate the concerns and work of teachers in Small-Class Teaching (SCT) for IL in LS and explores how teacher leadership may help in terms of classroom context, learning community, improved practice, and outcome achievement. The findings reveal the common and diversified ideas and practices regarding SCT for IL in LS, which may provide valuable insights into teacher leadership for teachers and policy makers across the world.
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