Studien baseras på följande frågor för undersökning: Vilka samband finns mellan lektionsstruktur och höga förväntningar? Vilka samband finns mellan lektionsstruktur och positiva relationer med eleverna? Vilka samband finns mellan lektionsstruktur kompetensutveckling? Vilka samband finns mellan höga förväntningar och kompetensutveckling? Vilka köns-erfarenhets- och kompetensskillnader finns i relation till a) struktur b) höga förväntningar c) positiva relationer d) kompetensutveckling? Den teoretiska delen identifierar fyra fokuskategorier vilka definierar framgångsrika ledargärningar hos lärare. Den empiriska delen genomfördes i en liten kommun i Sverige och innehöll en enkät där lärare skattar sig kring sitt ledarskap i fyra fokuskategorier. Dessa var ”lektionsstruktur”, ”höga förväntningar” på eleverna, ”positiva relationer” till eleverna och ”kollegialt lärande”. Studien visar att det finns relativt starka samband mellan en tydlig lektionsstruktur, höga förväntningar, positiva relationer till eleverna och kompetensutveckling. Lärare som har en tydlig lektionsstruktur genom att ha en noggrann planering för varje lektion med tydliga mål och vilken har en igenkännbar struktur på lektionen och genomgångar av ämnesspecifika begrepp inför nya arbetsområden har också positiv och stöttande relation till alla elever. Dessa lärare skapar också en positiv klassrumsmiljö som präglas av trygghet och studiero. Lärare som har en tydlig lektionsstrukturhar och synliggör lärandet har också höga förväntningar på sina elever. Där höga förväntningar betyder att kontinuerlig återkoppling kopplade till kunskapskraven ges till eleverna. Läraren anpassar också undervisningen efter elevernas behov och säkerställer att eleverna vet att förväntningarna på dem är höga. Lärare som har passion för sitt läraruppdrag och utvecklar sitt lärande utifrån elevernas behov och även tycker att kollegialt lärande utvecklar hens ledarskap har även höga förväntningar på eleverna. Dessa lärare ger eleverna kontinuerlig återkoppling till eleverna kopplat till kunskapskraven. De anpassar sin undervisning efter elevernas behov och säkerställer att eleverna vet att det har höga förväntningar på dem. Slutsatsen ger en nulägesbild av lärares ledarskap i klassrummet. Denna kunskap kan användas för att stärka lärares ledarskap på vissa områden så som lektionsstruktur, höga förväntningar, återkoppling och kollegialt lärande. / This study is based on following questions: Which connection is there between structure of a lesson and high expectations? Which connection is there between structure of a lesson and positive relations with students? Which connection is there between structure of a lesson and collegial learning? Which connection is there between high expectations and collegial learning? What gender- experience- and – competence differences is there concerning a) structure b) high expectations c) positive relations to students d) competence development? The theoretical part identify four focuscategories which defines successful leadership among teachers`. The empirical part was implemented in a little municipality in Sweden and it contained a questionnairy in which teachers` valued their leadership within four focuscategories. These were “structure of lesson”, “high expectations” on students, “positive relations” to students and “professional development”. The study shows that there is relative strong connections between a distinct structure of a lesson, high expectations, positive relations to students and collegial learning. Teachers` with a distinct structure of a lesson, such as an accurate planning for each lesson with clear goals and a relatable structure on lessons and briefing specific notions also have a positive and supportive relations with all the students. These teachers` also create a positive classrooms environment which imprint security and calmness. Teachers` with distinct structure of lessons and visible learning also have high expectations on the students. In which high expecations means to give the students continuous feedback connected to knowledge requirement. The teacher also adapt the teaching to students needs and makes sure that students know that the expectations on them are high. Teachers` that have passion for their mission and develop their own learning external students needs and approve to collegial learning and develop their own leadership also have high expectations on students. These teachers` give students continuous feedback connected to knowledge requirement. They adapt their teaching to students needs and makes sure the students know that there are high expectations on them.

Syftet med denna studie är att undersöka och få rikare förståelse om lärarstudenters tankar och synsätt på begreppet ledarskap. Både om ledarskap generellt och om lärarens ledarskap i klassrummet mer specifikt. Studien har genomförts med kvalitativ metod, med fenomenografi som analysmetod. Detta för att få ut olika variationer av lärarstudenternas syn på lärares ledarskap i klassrummet. Tidigare belagda teorier tillsammans med den empiriska undersökningen i denna studie visar att lärarens ledarskapsroll i klassrummet är en av de viktigare komponenterna för elevernas lärandeutveckling. I resultat och analys av undersökningen i studien uppkom två kvalitativt skilda, kategoriserade synsätt om lärarens ledarskap. Dessa var: Lärarens ledarskap som en ledarstil med auktoritära drag och Lärarens ledarskap som en ledarstil med demokratiska drag. Resultatet visade att man som lärare, enligt lärarstudenterna, kan anta antingen en auktoritär ledarstil där ledarskapet handlar om att vara professionell och inte privat med eleverna. Att sätta regler och att själv ta alla beslut utan elevens påverkan i det hela. Eller så kan man anta en demokratisk ledarstil där ledarskapet handlar om ett samarbete mellan läraren och eleven där de tillsammans skapar gemensamma mål. Samt har en ömsesidig respekt mot varandra och där läraren anpassar sig efter elevens behov i klassrummet. Resultatet visade även på en viss problematik inom lärarutbildningen där lärarstudenterna anser att de inte får lära sig tillräckligt mycket praktisk kunskap.  Som ledarskap, konflikthantering, hantering av bedömningar av eleverna med mera. Trots att lärarstudenterna känner sig väl utrustade med teoretisk kunskap så är inte detta tillräckligt för en blivande lärare att kunna bemästra vad som förväntas av dem i sin kommande yrkesroll. Lärarstudenterna behöver därför även en bra grund i den praktiska kunskapen. Detta är en problematik som måste uppmärksammas och vidare undersökas.

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.

The aim of this thesis is to, based on teachers’ experiences, describe and analyse meanings of teachers’ leadership in general, and in relation to children in need of special support in particular. The study was carried out within the tradition of participatory-oriented research, a research circle. The dialogues in the circle were based on the participants’ questions, experiences, interests, and knowledge. The circle included a researcher and nine teachers from the following types of schools: preschool, preschool class, compulsory school, and compulsory school for pupils with learning disabilities. The study is based on an understanding of leadership as a relational practice. Leadership is practised in the interaction between teacher and child. Both parties exert influence over the practice of leadership. A central assumption in the study is that knowledge can develop through and in interactions between people, that knowledge and power are connected, and that knowledge and actions are intertwined. Another central assumption is that learning is a complex phenomenon. In the analysis of the research circle’s dialogues, the following meanings of teachers’ leadership emerge: to facilitate learning and discipline, and to promote different interests. The practice of leadership involves teachers handling complex situations in their interactions with ‘all’ children, i.e. children in need of special support and children without such needs. Leadership is practised between teachers and children, and the teachers have to consider the group of children as a collective in relation to the individual children. At the same time, the teachers have to consider their intentions versus what happens during the interactions. In addition, the teachers have to pay heed to the fact that their own actions and the children’s actions influence one another. Finally, the teachers have to consider the individual child’s ‘best interest’ in relation to the requirements of the policy documents. Furthermore, the results indicate that the practice of leadership is perceived as both unpredictable and, to some extent, predictable at the same time, which adds to the complexity of leadership. The teachers cannot know for sure what the children understand or if the children’s actions facilitate learning. However, the teachers can make certain assumptions about how to practice leadership in order to facilitate learning and discipline in children with different needs. The meanings of leadership were expressed in different ways in the circle’s dialogues; both as enabling and limiting in interactions with children in need of special support. One of the study’s conclusions is that leadership seems to be particularly complex in interactions with children in need of special support. The research circle’s dialogues served to promote a democratic knowledge process. The dialogues were characterised by respect for the participants’ different opinions; however, this does not mean that they were free from power structures.