Extensive research has been done on leadership in the school system, but the nature of the concept's variations makes it difficult to grasp what good teacher leadership consists of. Teacher-student relationships are a fundamental part of teachers' professional practice and their significance for school practice cannot be neglected. A large part of the research on teachers' leadership is aimed at how leadership should be conducted through the organization of the classroom, towards an effective study environment. The question that arises in this study is instead how teachers' relational leadership is perceived and valued from the students' point of view. The purpose of the study is thus to investigate the importance of relational leadership from students' perspectives. This is done by interviewing six students from year two at a Swedish high school, and the empirical material is thereafter compared to a pre-constructed ideal type of relational leadership using PeRL. Through this approach, the study intends to contribute to the field of research on teacher leadership by examining and elucidating its relational dimension. Results suggest that teachers' relational leadership is highly important for students, and that students have a slightly different approach to relationships in school compared to research on the field. Furthermore, the study concludes that students must be involved in the discussion about the purpose of education to a greater extent, and that the conversation about teacher leadership should play a more prominent role at the school policy level.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-90172 |
| Date | January 2020 |
| Creators | Holm, Bob |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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