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Advances in Social Sciences Research Journal – Vol. 10, No. 3

Publication Date: March 25, 2023

DOI:10.14738/assrj.103.14124.

Warren, L. L. (2023). Preservice Teachers’ Perceptions of How Teachers Lead in the Classroom. Advances in Social Sciences

Research Journal, 10(3). 62-75.

Services for Science and Education – United Kingdom

Preservice Teachers’ Perceptions of How Teachers Lead in the

Classroom

Louis L. Warren

East Carolina University 206 Speight Building

Greenville, NC 27858 (252) 758-1440

Abstract

This study examines the perception of teacher leadership among preservice

teachers and how this affects their understanding and teaching practice in an

educational setting. The findings of this study indicate that preservice teachers

construct their concepts of teacher leadership by observing and actively

participating in the practice of teaching with their clinical teachers that include a

myriad of tasks necessary for effective teaching. Initially, many preservice teachers

do not realize that successful teachers are also strong leaders, and that teacher

leadership exists in at different levels depending on the setting in the teaching

profession. Preservice teachers' responsibility towards teacher leadership varies.

It appears that the need for reflective practice to merge their ideals of leadership

with the realities is the greatest obligation they have. The level of teacher

leadership education given to preservice teachers and society’s level of value for

teacher leadership determine the barriers or inhibitors to preservice teachers’

development of teacher leadership competencies.

Keywords: Preservice teachers; Teacher leadership; Inservice Teachers; Teacher

Perceptions

INTRODUCTION

Preservice teachers are often judged by the fact that they are new to pedagogical competencies.

As such, most of their training focuses on these technical skills (Van Driel & Berry, 2010). This

includes knowledge about learners, developing learners, and teaching the curriculum through

complex patterns of interaction. These activities ultimately culminate in the fact that preservice

teachers become change agents who influence students and help them learn content they are

taught (Beudert, 2010). Furthermore, significant preservice teachers’ learning, and growth

occurs in clinical classroom under the supervision of inservice teachers. This experience in the

clinical classroom is invaluable in that it helps preservice teachers to learn, practice, and

contribute to the advancement of their students (Hamilton & Margot, 2019).

Leadership is woven into the entire practice of teaching (Muijs & Harris, 2003; Retallick & Fink,

2010; York-Barr & Duke, 2016). This comes naturally with the role teachers play in teaching

content to their students through interactions within their classrooms. Inservice teachers set

an example for the next generation of teachers while engaging with various stakeholders in the

community to define their leadership practices in educational settings and society.

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Warren, L. L. (2023). Preservice Teachers’ Perceptions of How Teachers Lead in the Classroom. Advances in Social Sciences Research Journal, 10(3).

62-75.

URL: http://dx.doi.org/10.14738/assrj.103.14124

However, a gap exists between preparing teacher trainees for the inherent leadership roles that

come with teaching and the realities of influencing others within the parameters of the

competing demands of teacher leadership. There is no universal model or approach that can be

used to transmit leadership skills this to preservice teachers. Where do leadership skills

develop for preservice teachers and what are their perceptions of it?

The common trend involves a responsive process where an instructor or mentor builds on the

knowledge and perspectives of preservice teachers to prepare them for leadership in the

classroom (Acton, 2022). In this process, the preservice teachers are interviewed, and their

inputs are taken so that their strengths can be consolidated while their weaknesses are

ameliorated with the view of steering them to develop leadership skills necessary for effective

teaching (Scales & Rogers, 2017). This involves diagnosis and understanding of the experience

levels of preservice teachers to help steer them in ways that make them better leaders.

OBJECTIVES OF THIS STUDY

The purpose of this study is to analyze critically the nature of teacher leadership and how it is

developed among preservice teachers. In attaining this end, the following objectives will be

pursued:

1. An analysis of how preservice teachers conceptualize ‘teacher leadership’.

2. A review of the roles, responsibilities, and tasks of preservice teachers as leaders,

and

3. An evaluation of the facilitators and inhibitors of preservice teachers as leaders in

the classroom setting.

A review of the literature on preservice teachers’ perceptions of how teachers lead in the

classroom and in the profession of education will be conducted.

LITERATURE REVIEW

A thorough review of literature of research studies that focuses on the perceptions of teacher

leadership among preservice teachers was conducted. Included were what the identifying

common patterns of thought are among preservice teachers on what leadership is and how it

is discharged by teachers in the classroom. A review was also conducted that examined the

roles, responsibilities, and tasks of teachers as leaders as perceived by preservice teachers.

Finally, preservice teachers’ perceptions on what facilitates and inhibits teacher leadership

being enacted in the classroom.

Preservice Teachers’ Conceptualization of Teacher Leadership

This section involved a review of how preservice teachers think about the role of the teacher in

moving people from one point to another. This drew on several studies conducted on the

subject to ascertain the way preservice teachers understand their future obligations in leading

students and the community at large.

York-Barr and Duke (2016) identified that the standard expectations of leadership among

teachers revolve around the need to take charge and influence others at (1) the instructional

level and (2) the organizational level of practice. This comes with (a) leadership characteristics,

(b) leadership conditions, and (c) leadership challenges that require the development of

competencies in leading and influencing learners (York-Barr & Duke, 2016).