Abstract
Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher–student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher–student learning in the classroom.
Highlights
Teacher leadership starts in the classroom [1] and advances a conducive learning environment that fosters educational motivation and promotes student performance [2]
Teacher leadership in the classroom is related to the facilitation of learning when learning problems are observed and solved through cooperation with students, when the weaknesses and strengths of student learning are identified through educational interactions with students, and when students’ learning needs are recognized and effective teaching and learning strategies are designed to lead them to academic success by expanding their learning capacity [5]
Teacher leadership through teaching practices and student learning in the classroom is experienced through three stages, represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge
Summary
Teacher leadership starts in the classroom [1] and advances a conducive learning environment that fosters educational motivation and promotes student performance [2]. Regardless of the components identified in the definitions of teacher leadership, they are united by learning, influence, collaboration, and professional development [7] All these components are inseparable from the teacher’s experience, dedication, and knowledge, which is created and transferred within reciprocal learning between the teacher and students in a classroom. Teachers consider their students’ learning their primary goal and work within their own classrooms to improve student achievement. The existing definitions and descriptions do not disclose the connection between teacher leadership and student learning and remain empirically unsubstantiated To this end, this research question poses the following questions: “What are the qualitatively different ways teachers experience leadership during their teaching practices and student learning in the classroom? This research question poses the following questions: “What are the qualitatively different ways teachers experience leadership during their teaching practices and student learning in the classroom? What are the structural relationships between the ways in which teachers experience their leadership in the classroom?” The aim of the study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students
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