Teacher Leadership within the Learning Co-creation with Students: School Administration Attitudes

Abstract

Teacher leadership cannot be implemented without support from the school administration. This implies the need to identify preconditions that are related to the school administration support for teacher leadership and the implementation of it through learning co-creation with students. The aim of this study was to reveal the attitudes of the school administration towards teacher leadership in the context of learning co-creation with students. An Exploratory Factor Analysis with Varimax rotation was performed to determine whether the statements of the research tool based on the results could be assigned to the scales they contain according to the primary logic of the school administration leadership and learning co-creation model. The research findings manifested the following preconditions for school administration to support the teacher leadership within the learning co-creation between teachers and students: fostering teacher authority, trusting teacher competence, maintenance of mutual respect, maintenance of positive socio-emotional climate, and encouraging teachers to take responsibility students’ learning