<p>In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.</p><p>The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and</p><p>after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have</p><p>learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:sh-1680 |
| Date | January 2008 |
| Creators | Fredmark, Magdalena |
| Publisher | Södertörn University College, Lärarutbildningen, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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