Abstract
The study describes the content and structure of the concept of teachers’ leadership from the pre-service and in-service teachers’ perspective. The method of obtaining data is a free-associative experiment with the registration of answers given to the verbal stimulus “teachers’ leadership”. The results are presented in the form of an associative field where we distinguish the nucleus, near, far, and outer periphery, compiled based on frequency analysis of the respondents’ reactions. By cognitive analysis of the associative field “teachers’ leadership” in the verbal consciousness of the pre-service and in-service teachers, semantic zones in its structure are distinguished.
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