Att vara lärare innebär många saker men framför allt handlar det om att kunna leda människor. Lärares ledarskap påverkar elevernas lärande och utveckling. Det övergripande syftet med detta arbete är att försöka ta reda på vad elever anser om lärares ledarskap och då främst vilka ledaregenskaper som kännetecknar en bra respektive dålig lärare. Arbetet består av en litteraturstudie samt en empirisk studie i form av kvalitativa intervjuer med åtta elever i åldrarna 9 respektive 15 år. I min undersökning har jag kommit fram till att elever uppskattar ett ledarskap som är grundat på förtroende, tydlighet, struktur och ödmjukhet. Detta skapas genom tydliga regler och konsekvenser, ömsesidig respekt, ett inspirerande och variationsrikt arbetssätt samt genom att ha kul tillsammans. Det är även mycket viktigt att man som lärare har förmåga att lösa och hantera konflikter på ett professionellt sätt enligt eleverna.

Abstract The purpose of this study is to understand the relationship between elementary school teachers' attitude towards the students' guidance and discipline measures and the effectiveness of classroom management. Based on the literature and research, we establish the theoretical framework, and to design research tools. This study used "survey method", prior to the merger by the Kaohsiung city and county elementary schools 600 teachers for the survey, obtained 528 valid questionnaires . Formal questionnaires recovered to descriptive statistics, independent samples t-test, ANOVA, Pearson product-moment correlation, and stepwise multiple regression statistical analysis data. According to the result of the data analysis, the main findings are the following: 1. The elementary school teachers' show better "in attitude on the part of the overall performance level, which the" positive discipline measures "the most prominent. 2. The "classroom management effectiveness" is in the upper part of the overall performance, which the "teacher efficacy" best. 3. Male elementary school teachers for teaching, practice and self-efficacy have a higher perception. 4. Older, part-time position of director of elementary school teachers' attitude toward guidance and discipline measures show a higher perception. 5. Older, experienced, part-time position of director of elementary school teachers show the better perception of the effectiveness of classroom management. 6. Elementary school teachers' attitude toward guidance and discipline measures show greater the perception of the situation, the effectiveness of teacher classroom management will be the better. 7. Elementary school teachers' attitude toward guidance and discipline measures has a positive effect on classroom management predict. Keywords:guidance and discipline measures,classroom management effectiveness.

The purpose of this research will be (1) to explore the preservice teachers¡¦ understanding of issues in classroom management; (2) to investigate the impact of asynchronous online discussion on preservice teachers¡¦ learning about classroom management; (3) to investigate the relationship between preservice teachers¡¦ reflections, worksheet and asynchronous online discussions; (4) to analyze preservice teachers¡¦ opinions about incorporating asynchronous network system into their classroom and teaching. The participants of this study come from 56 preservice teachers taking Classroom Management Course in NSYSU Teacher Education Program. The Classroom Management Course requires teaching practicum as well as encourages preservice teachers to participate in SCTnet, which is an online professional community for teachers. They can interact, discuss and share experiences online. This 18-week course includes a series of activities such as seminar discussion, interviewing intern and expert teachers, assignment, small group activities in the classroom and asynchronous online discussion. The course aims to integrate theory and practice and to develop preservice teachers¡¦ professional competences in teaching and their classroom management skills. Qualitative research methods were implemented to conduct these studies. The data collection includes assignments, comments of asynchronous discussion board, interviews and questionnaires. Document analysis is used to explore preservice teachers¡¦ interpretation of classroom management knowledge and reflection. This study reaches the following five conclusions: 1. It is a progressive process that preservice teachers understand classroom management issues with the help of course instructor and assignments. 2.The course instructor initiated and leaded discussions in asynchronous discussion board. As time goes by, preservice teachers can actively propose issues for discussion and make statements. Through dialogues, preservice teachers better understand classroom management issues. 3. Due to the lack of practical experiences in teaching, there are over 50% of preservice teachers whose reflection of assignment stagnates no-reflection level. 4. Preservice teachers¡¦ reflection level is influenced by their involvement level in learning, information use behavior and the types of discussion topics in asynchronous discussion board. 5. Most preservice teachers feel satisfied with Classroom Management course and the instructor¡¦s teaching method. In addition, based on the above conclusions, the author proposes recommendations on teacher education curriculum, preservice teachers¡¦ reflection and issues for future research.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 190-201). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 190-201). Also available on the Internet.

Thesis (M.A.)--University of Hong Kong, 1980.

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This study explored student teachers' level of problem representation over the course of the practicum experience in the face of instructional problems specific to the domains of teaching. The purposes of this study were: (1) to analyze the growth and development of student teachers' levels of problem representation during their practicum in the areas of adaptation of instruction to individual differences among learners and classroom/ behaviour management through an application of Case's (1991) neo-Piagetian theory of intellectual development, (2) to use these levels to compare student teachers' representations of hypothetical teaching dilemmas and their representations of their own teaching problems, and (3) to explore how student teachers represent and re-represent their teaching challenges during the practicum through the use of concept maps and reflective interviews. Eighteen elementary level student teachers and their six faculty advisors completed written and oral output measures during the practicum. Student teachers' responses were rated according to the levels of problem representation derived from Case's neo-Piagetian theory of intellectual development. Faculty advisors' ratings and observations provided a means of assessing whether student teachers translated their representations into action. Student teachers' concept map drawings and reflections about their teaching challenges provided insight into how they represented their challenges. The results verified previous research conclusions (Newman, 1992, 1993, 1994) that student teachers' level of problem representation and description of the problem increases in complexity over the course of the practicum experience. Student teachers' level of problem representation is more complex for their own teaching problems than for hypothetical case scenarios. Also, the findings supported that Case's neo-Piagetian conceptual framework does provide a useful theoretical tool for describing the development of student teachers' ability to represent classroom/ behaviour management and individual differences teaching problems. Concept maps and structured interviews provided very interesting insights into student teachers' representation of teaching challenges associated with classroom management, instructional planning, teaching, and assessment, and student needs. Implications for teacher education and future studies of teacher thinking are discussed.