Teacher leadership has emerged as a critical factor in shaping positive educational outcomes, particularly in promoting active student participation. This systematic literature review (SLR) investigates the relationship between teacher leadership and student participation across diverse educational contexts. Utilizing the PRISMA framework, this study synthesizes empirical research from peer-reviewed articles indexed in Web of Science between 2000–2024. The findings are presented in two main dimensions: (1) general trends, including publication year, geographical distribution, methodological approaches, and research settings; and (2) thematic analysis, identifying key conceptual linkages, theoretical frameworks, and patterns of influence between teacher leadership practices and student participation. The review highlights a growing emphasis on distributed leadership, teacher agency, and collaborative pedagogies as enablers of student engagement. It also uncovers gaps in longitudinal studies, diverse cultural settings, and digital learning environments. The paper concludes by proposing a research agenda to guide future inquiry and enhance the understanding of teacher leadership's role in fostering meaningful student involvement in education.