A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room

Gunnar Augustsson, Lena Boström


This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers’ leadership. The aim is to develop new knowledge about teachers’ leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers’ various perspectives and behavioral styles in the didactic room. The meaning of the concept “perspective” precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.

Keywords: Didactic, Leadership, Pedagogic, Perspective, Style

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DOI: http://dx.doi.org/10.5296/ijhrs.v2i4.2865


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