Organizational flattening constitutes a key direction for current educational governance reforms in primary and secondary schools. The extent of organizational restructuring profoundly shapes the space for the practice of teacher leadership. Qualitative research among primary and secondary school teachers reveals that the flattening-oriented reforms in schools are unevenly implemented and often remain superficial. Institutional constraints such as ambiguous boundaries of power and responsibility, inadequate supporting mechanisms, and lagging governance culture restrict teachers from exercising their leadership in curriculum development, peer-empowered teaching research, and campus public governance. By sorting out the practical conditions of flattening reforms and the status quo of teacher leadership development, this paper analyzes practical obstacles and their underlying causes. It further proposes countermeasures including establishing a moderately flattened organizational system suited to school realities and strengthening the development and support mechanisms for teacher leadership. This study aims to optimize the internal governance ecology of primary and secondary schools.