Teachers as leaders?: Finnish student teachers’ perceptions of participation in leadership in school

Lauri Lantela; Saana Korva; Sirpa Purtilo-Nieminen; Suvi Lakkala

doi:10.1007/978-3-031-37604-7_18

Teachers as leaders? Finnish student teachers’ perceptions of participation in leadership in school

Lauri Lantela, Saana Korva, Sirpa Purtilo-Nieminen, Suvi Lakkala

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Scientific › peer-review

1 Citation (Scopus)

122 Downloads (Pure)

Abstract

School teachers’ work is increasingly associated with leadership. Teacher autonomy is exceptionally high in Finland, and newly qualified teachers are expected to take responsibility for and participate in leadership processes, both inside their classrooms and schoolwide. To develop these abilities, student teachers should recognise the leadership dimensions of their profession to be active agents: their opportunities to participate in and influence the development of pedagogical solutions and the operation of the school. This study explores how student teachers perceive their participation and agency in leadership in their future work. The data consist of student teachers’ (N = 68) empathy-based written stories describing either the promising future of a teacher or a future in which things went poorly. The data were analysed using a narrative approach. The results show that student teachers perceive leadership to be composed of individual professional skills and external factors that enable them to be active, such as opportunities provided by the principal and the general school culture.

Original language	English
Title of host publication	Leadership in educational contexts in Finland
Subtitle of host publication	Theoretical and empirical perspectives
Editors	Raisa Ahtiainen, Eija Hanhimäki, Jaana Leinonen, Mika Risku, Ann-Sofie Smeds-Nylund
Place of Publication	Cham
Publisher	Springer
Chapter	18
Pages	359-377
Number of pages	19
ISBN (Electronic)	978-3-031-37604-7
ISBN (Print)	978-3-031-37603-0, 978-3-031-37606-1
DOIs	https://doi.org/10.1007/978-3-031-37604-7_18
Publication status	Published - 2004
MoEC publication type	A3 Part of a book or another research book

Publication series

Series	Educational Governance Research
Number	23
ISSN	2365-9548

Keywords

student teachers
teacher leadership
participation
agency
teacher education

Field of science

Teacher Education
Administrative science

Access to research output

10.1007/978-3-031-37604-7_18Licence: CC BY

Teachers as LeadersFinal published version, 521 KBLicence: CC BY

Citation for this output

Lantela, L., Korva, S., Purtilo-Nieminen, S., & Lakkala, S. (2004). Teachers as leaders? Finnish student teachers’ perceptions of participation in leadership in school. In R. Ahtiainen, E. Hanhimäki, J. Leinonen, M. Risku, & A.-S. Smeds-Nylund (Eds.), Leadership in educational contexts in Finland: Theoretical and empirical perspectives (pp. 359-377). Springer. https://doi.org/10.1007/978-3-031-37604-7_18

Lantela, Lauri ; Korva, Saana ; Purtilo-Nieminen, Sirpa et al. / Teachers as leaders? Finnish student teachers’ perceptions of participation in leadership in school. Leadership in educational contexts in Finland: Theoretical and empirical perspectives. editor / Raisa Ahtiainen ; Eija Hanhimäki ; Jaana Leinonen ; Mika Risku ; Ann-Sofie Smeds-Nylund. Cham : Springer, 2004. pp. 359-377 (Educational Governance Research; No. 23).

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abstract = "School teachers{\textquoteright} work is increasingly associated with leadership. Teacher autonomy is exceptionally high in Finland, and newly qualified teachers are expected to take responsibility for and participate in leadership processes, both inside their classrooms and schoolwide. To develop these abilities, student teachers should recognise the leadership dimensions of their profession to be active agents: their opportunities to participate in and influence the development of pedagogical solutions and the operation of the school. This study explores how student teachers perceive their participation and agency in leadership in their future work. The data consist of student teachers{\textquoteright} (N = 68) empathy-based written stories describing either the promising future of a teacher or a future in which things went poorly. The data were analysed using a narrative approach. The results show that student teachers perceive leadership to be composed of individual professional skills and external factors that enable them to be active, such as opportunities provided by the principal and the general school culture.",

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Lantela, L , Korva, S , Purtilo-Nieminen, S & Lakkala, S 2004, Teachers as leaders? Finnish student teachers’ perceptions of participation in leadership in school. in R Ahtiainen, E Hanhimäki, J Leinonen, M Risku & A-S Smeds-Nylund (eds), Leadership in educational contexts in Finland: Theoretical and empirical perspectives. Springer, Cham, Educational Governance Research, no. 23, pp. 359-377. https://doi.org/10.1007/978-3-031-37604-7_18

Teachers as leaders? Finnish student teachers’ perceptions of participation in leadership in school. / Lantela, Lauri ; Korva, Saana ; Purtilo-Nieminen, Sirpa et al.
Leadership in educational contexts in Finland: Theoretical and empirical perspectives. ed. / Raisa Ahtiainen; Eija Hanhimäki; Jaana Leinonen; Mika Risku; Ann-Sofie Smeds-Nylund. Cham: Springer, 2004. p. 359-377 (Educational Governance Research; No. 23).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Scientific › peer-review

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Lantela L , Korva S , Purtilo-Nieminen S , Lakkala S. Teachers as leaders? Finnish student teachers’ perceptions of participation in leadership in school. In Ahtiainen R, Hanhimäki E, Leinonen J, Risku M, Smeds-Nylund AS, editors, Leadership in educational contexts in Finland: Theoretical and empirical perspectives. Cham: Springer. 2004. p. 359-377. (Educational Governance Research; No. 23). doi: 10.1007/978-3-031-37604-7_18